PERCENED IMPORTANCE OF IDENTIFIED,
COMPETENCIES AS A BASIS FOR 4
DEVELOPING EDUCATIONAL PROGRAMS
IN SMALL RURAL AGRIBUSINESS
MANAGEMENT

Bissertation for the Degree of ?h. D.
MICHIGAN STATE UNIVERSITY
GORDON EVERETTE FERGUSON

1973

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This is to certify that the

thesis entitled

PERCEIVED IMPORTANCE OF IDENTIFIED COMPETENCIES
AS A BASIS FOR DEVELOPING EDUCATIONAL PROGRAMS
IN SMALL, RURAL AGRIBUSINESS MANAGEMENT

 

presented by

Gordon Everette Ferguson

has been accepted towards fulfillment
of the requirements for

Ph.D. degree in Dept. of Secondary

Education and Curriculum

 

Major professor

Date Oct. 25, 1973

i
0-7639

 

 

 

 

ABSTRACT

PERCEIVED IMPORTANCE OF IDENTIFIED COMPETENCIES
AS A BASIS FOR DEVELOPING EDUCATIONAL PROGRAMS
IN SMALL, RURAL AGRIBUSINESS MANAGEMENT

By

Gordon Everette Ferguson

Purpose

The purpose of this study was to develop a rank-ordered list
of managerial and agricultural techn010gy areas of concepts and/or
competencies common to various types of small, rural agribusinesses.
The importance of such information was to be established as one basis

for future education program planning.

Design and Methodology.

 

Literature attributed over 90 percent of small business
failures to management errors, but failed to identify a comprehensive
list of requirements for success. A data collection instrument incor-
porating 82 managerial and 38 agriculture techn010gy items was
developed and refined through the use of an advisory committee and a
jury of experts. ReSponses of seventeen Expert Managers, fifteen Other
Managers, ten Agriculture Teachers, twelve Professional Management
Educators, and ten Other Professional Workers were analyzed. Parti-

cipants were asked to indicate the degree of importance of, and need

Gordon Everette Ferguson

for future training about each item, for success. Responses were given

Very Important, 3 = Important, 2 = Of Unknown

values of: 4

Importance, 1 Of Little Importance; and 0 = Of No Importance. A
one-way multivariate analysis of variance was used to test for signi-
ficant differences between means of Expert Managers' responses, and

those of each of the other four groups.

Findings

Areas, ranked from highest to lowest percentages of "Very
Important," or "Important" responses by Expert Managers, as to relative
importance for successful management were: (1) Communications,
(2) Goals and Objectives, (3) Management Participation, (4) Human
Relations, (5) Planning, (6) Standards, (7) Individual Differences,
(8) Role Definition, (9) Evaluation, (10) Size, (11) AtmOSphere,
(12) Agricultural Mechanics, (13) Creps and Soils, (14) Change,
(15) Control, (16) Agricultural Economics, and (17) Livestock Enter-
prises. Individual items within each area were ranked according to
means and percentages of "Very Important" or "Important" Expert
Managers' responses, and comparable percentages were shown for the
other groups' responses as well. Percentages were shown to be more
discriminatory than means for ranking items.

Expert Managers' mean responses differed significantly at the
.05 level from those of Other Managers' in the importance of "Com-
munications"; from Agriculture Teachers‘ in "Human Relations"; from
Professional Management Educators' in the importance of "Agricultural
Mechanics," "Management Participation," and "Human Relations"; and

from Other Professional Workers' in the importance of the "Size"

Gordon Everette Ferguson

component. Differences were also significant at the .05 level between
the mean responses of Expert Managers and those of Professional
Management Educators on the importance of future training in "Planning";
and from Other Professional Workers in the area of "Crops and Soils."
No significant differences were found between Expert Managers' and
Other Managers', or Agriculture Teachers' perceptions of need for
future training in the seventeen areas compared. None of the rural
groups had significant differences of opinions on importance of future
training in any of the Management Function areas.

If all items for which future training was perceived to be
at least "Important" by 50 percent of any one rural group were
included, an in-service program would include 74 of the 82 Management
Function, and 22 of the 38 Agriculture Technology items, or 96 of

the 120 items studied.

Conclusions

 

Since the opinions of Expert Managers did not differ signi-
ficantly from the opinions of other groups of reSpondents, on the
relative importance of future training in concepts and/or competencies,
Expert Managers' Opinions appear to be a sound basis for future
educational program planning. 'Area and item ranking by Expert Managers
is suitable for establishing priorities for preservice educational
programs. Percentages are preferable to means as a basis for estab-
lishing priorities. Where differences are not evident, individuals
from various groups should be able to be grouped together for

in-service education.

Gordon Everette Ferguson

Recommendations

 

Both preservice and in-service managerial education based
upon findings of this study should be made available to present, and
potential employees of small, rural agribusinesses. Training should
be provided in components studied, for teacher certification
eligibility. Personnel from all types of small, rural agribusinesses

should be considered for in-service training.

PERCEIVED IMPORTANCE OF IDENTIFIED COMPETENCIES
AS A BASIS FOR DEVELOPING EDUCATIONAL PROGRAMS

IN SMALL, RURAL AGRIBUSINESS MANAGEMENT

BY

Gordon Everette Ferguson

A DISSERTATION

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR or PHILOSOPHY

Department of Secondary Education
and Curriculum

1973

£0 ACKNOWLEDGMENTS

\1

Much of the acknowledgment of contributions to a study of the
type discussed in this dissertation 1133 to be general in nature. To
all of the hundreds of people who contributed directly or indirectly,
not only rec0gnition, but personal gratitude must be expressed. Without
their efforts, this study would not have been possible. All of those
who helped develop the instrument, and in data collection, deserve
recognition.

Specifically, Doctor Lawrence Borosage must be singled out,
for special thanks, for his gracious allowance of changing "communica-
tions" from his umbrella category for the other "sensitivity areas"
and placing it as one of thirteen component areas under the Management
Function. It was participation in a course in Vocational Education
Administration taught by Dr. Borosage which prompted this study to take
the direction ultimately taken. Doctor H. M. Byram and his Agriculture
Education Seminar graduate students were an excellent advisory group,
and contributed many ideas.

The staff of the Michigan Agricultural Education Section of
the Vocational Education and Career DeveIOpment Services, State
Department of Education contributed financial support, advice and

encouragement. Mr. Edwin St. John, who first suggested that the study

ii

be undertaken, deserves gratitude for his efforts in getting the
research partially funded.

The typists who deciphered the original manuscript and con-
verted it to legible form deserve appreciation. Sandra Bettis, who
prepared the final draft for reproduction, deserves separate
recognition.

Special appreciation must be expressed for the guidance
committee, composed of H. Paul Sweany, Chairman; 0. D. Meaders,
Director of Research; Norma Bobbitt, John Allen, and Cole 8. Brembeck.

Last, but by no means least, my own wife--Doris--and
children--Vicki, Douglas, Carol and Jan--deserve my gratitude for
their patient sacrifices. Without their help, my time and financial

contributions to this project could never have been made.

iii

TABLE OF CONTENTS

LIST OF TABLES .

LIST OF FIGURES

Chapter
I. INTRODUCTION

THE PROBLEM .
THE BACKGROUND AND NEED FOR THE STUDY
THE PURPOSE .
THE OBJECTIVES .
DEFINITION OF TERMS
ASSUMPTIONS . . . . . . . . . . .
SCOPE AND LIMITATIONS OF THE STUDY

II. REVIEW OF LITERATURE . . . . . . . .

BACKGROUND AND IDENTIFICATION OF THE PROBLEM .

MANAGEMENT FUNCTION APPROACH TO PLANNING
OCCUPATIONAL TRAINING . . . . .

CONCEPT AND/OR COMPETENCY AREAS REQUIRED
FOR SUCCESSFUL MANAGEMENT . .

SUMMARY . . .

iv

Page
viii

xi

12
14
15

15

52

58

59

Chapter

III. DESIGN OF THE STUDY .
POPULATION AND SAMPLE SELECTION
Identifying the Population .
Geographic and occupational considerations
Education levels .
Managers
Management educators
Jury of Experts and Sample Selection .
Sample selection . .
Jury of experts and sample selection
evaluation . . . . . . .

Description of reSpondents . . . .

DESIGNING THE INFORMATION COLLECTION INSTRUMENT .

PROCEDURE FOR INFORMATION COLLECTION . . . . .
Description of Collection Process . . . . . .
Group interview meetings . . . .

Individual conferences by prior appointment .
Unscheduled visits at places of business . . .

Evaluation of Collection Process . . . . . .
Group interview meetings . . . . . . . .
Individual conferences by prior appointment . .
Unscheduled visits at places of business . . .
INFORMATION TREATMENT AND ANALYSIS . . . . . .
SUMMARY . . . . . . . . . . . . . .
IV. REPORT OF FINDINGS . . . . . . . . . . . .

IMPORTANCE TO EXPERT MANAGERS OF REQUIRED
COMPONENT AREAS . . . . . . . .

SIGNIFICANT DIFFERENCES IN PERCEIVED
IMPORTANCE FOR SUCCESS . . . . . . . . .

Page

64
64
64
66
69
69
71
71
78

84
88

113
115
115
115
117
117
118
119
120
122
123
125

130

131

135

Chapter
Expert Managers vs. Other Managers .
Expert Managers vs. Agriculture Teachers .

Expert Managers vs. Professional
Management Educators .

Agricultural mechanics
Management participation
Human relations . .

Expert Managers vs. Other Professional WOrkers .

Implications of Significant Differences
PERCEIVED IMPORTANCE OF FUTURE TRAINING .

SIGNIFICANT DIFFERENCES IN PERCEIVED
IMPORTANCE OF FUTURE TRAINING

Expert Managers vs. Professional
Management Educators .

Expert Managers vs. Other
Professional Workers .

SUMMARY . . . . . . . . . . .

V. SUIMARY, CONCLUSIONS, IMPLICATIONS, RECOMMENDATIONS,

AND SUGGESTED FURTHER STUDY .
SUMMARY .
Introduction
Design and Methodology .
Findings .
CONCLUSIONS, IMPLICATIONS, AND RECOMMENDATIONS
SUGGESTED FURTHER STUDY

SELECTED BIBLIOGRAPHY

vi

Page
137

137

140
141
141
141
144
144

147
148
150
150
155

159
159
159
159
163
166

176
179

APPENDICES

Appendix

A. Introductory Letter to Educators in Branch and

Allegan Counties . . . . . . . . .

B. Sample of Instructions to County Educators for

Identifying Potential Expert Managers and
Inviting Their Participation in the Study . .

C. Sample Invitation Letter Sent to Potential

Participant Agribusiness Managers .

D. Sample Letter to Cooperating County Agricultural

Leaders Requesting Additional Names of Potential
Participants and Arrangements for the Second
Series of Group Interview Meetings . . . .

E. Sample of the Final Draft of the Instrument Used

to Obtain Responses from Respondents . . .

F. Means of ReSponses from Five Agricultural Groups

Relative to the Importance of Concepts and/or
Competencies in Technical Agriculture and
Management Areas for Their Success Relative
to Management of Small, Rural Agribusinesses

G. Means of Responses from Five Agricultural Groups

Relative to the Importance of Future Training
in Concepts and/or Competencies in Technical
Agriculture and Management Areas for Their
Success Relative to Management of Small, Rural
Agribusinesses . . . . . . . . . .

H. Percentages of "Important" or "Very Important"

ReSponses from Five Agricultural Groups Relative
to the Importance of Future Training in Concepts
and/or Competencies in Technical Agriculture

and Management Areas for Their Success Relative
to Management of Small, Rural Agribusinesses .

vii

Page

184

185

186

187

189

201

207

214

Table

10.

11.

LIST OF TABLES

Population of Michigan, By Size and Place:
1970 and 1960 .

Selected Agriculture Data for Allegan and Branch
Counties and Michigan, 1964

Numbers of Managers on the Jury of Experts Involved
with Each Production and Supportive Type of
Agribusiness . . . . . .

Numbers of Professional Management Educators on the
Jury of Experts Involved with Each Production and
Supportive Type of Agribusiness .

Locations of Respondents . .

Numbers of ReSpondents of Each Type Involved with
Different Types of Agribusinesses . . . .

Employment Status of Agribusiness Managers .

Levels, Major Emphasis, Recognition and Time of
Receipt of Formal Education by Each Type
of Respondent . . . . . . . .

Types, Duration, Sources and Times of Receipt of
Helpful Former Management Training by Each
Type of Respondent . . . . . . . .

Types, Duration, Sources and Times of Receipt of
Helpful Former Training for Teaching Management
by Each Type of Educator . . . . . .

Numbers Employed, Range and Means of Years of

Employment by Each Type of Respondent, in
Various Conditions of Past Work Experienced .

viii

Page

25

68

76

79

89

91

93

95

98

101

104

Table Page

12. Numbers Reporting Various Ages, Plus Self-evaluations
of Personal Health, by Each Type of Respondent . . . . 108

13. Numbers Reporting Various Self-evaluations of Personal
and Occupational Success by Each Type of Respondent . . 111

14. Highest Percentages of Combined "Essential" and "Very
Important" Responses by Sub-jury Members, For Any
Single Item Within Each Component Area . . . . . . 132

15. Rank Order of Seventeen Component Areas, Based Upon
Mean Percents of Combined "Very Important" and
"Important" Responses by Seventeen Expert Managers . . 134

16. Significant Differences in Perceived Importance of
Component Areas Required for Success by Expert
Managers Compared With Four Other Groups . . . . . . 136

17. Mean Responses of Expert Managers and Other Managers
on Communication Items . . . . . . . . . . . . 138

18. Mean Responses of Expert Managers, Agriculture
Teachers and Professional Management Educators
on Human Relations . . . . . . . . . . . . . 139

19. Mean Responses of Expert Managers and Professional
Management Educators on Agricultural Mechanics . . . . 142

20. Mean Responses of Expert Managers and Professional g
Management Educators in Management Participation . . . 143

21. Mean Responses of Expert Managers and Other
Professional Workers in the Size Component Area . . . 145

22. Comparison of Differences in Percents on Two Items
With Identical Mean Responses . . . . . . . . . 149

23. Significant Differences in Importance of Future
Training for Component Areas as Perceived by
Expert Managers Compared With Four Other Groups . . . 151

24. Mean Responses of Expert Managers and Professional

Management Educators on Future Training in
Planning . . . ., . . . . . . . . . . . . 152

ix

Table Page

25. Mean Responses of Expert Managers and Other
Professional Workers on Future Training in
Crops and Soils . . . . . . . . . . . . . . 153

26. Numbers of Items From Each Component Area Included
in a Hypothetical Future Educational Program
Based Upon 50 Percent or More Combined "Very
Important" and ”Important" ReSponses From Any
of the Four Rural Groups of Respondents . . . . . . 156

27. Means of Responses From Five Agricultural Groups
Relative to the Importance of Concepts and/or
Competencies in Technical Agriculture and
Management Areas for Their Success Relative
to Management of Small,Rural Agribusinesses . . . . 201

28. Means of Responses From Five Agricultural Groups
Relative to the Importance of Future Training
in Concepts and/or Competencies in Technical
Agriculture and Management Areas for Their
Success Relative to Management of Small,
Rural Agribusinesses . . . . . . . . . . . . 207

29. Percentages of "Important" or "Very Important"
Responses From Five Agricultural Groups Relative
to the Importance of Future Training in Concepts
and/or Competencies in Technical Agriculture
and Management Areas for Their Success Relative
to Management of Small, Rural Agribusinesses . . . . 214

LIST OF FIGURES

Figure Page

1. Three Dimensional Representation of Taxonomy . . . . . 56

xi

CHAPTER I
INTRODUCTION
THE PROBLEM

Experts in the field of business management have indicated the
greatest need in most small businesses is for improved management.
However, little work had been done towards identifying needs for
specific competencies for successful management of small, rural agri-
businesses. As a basis for considering alternatives for providing
future education to managers of small, rural agribusinesses, a study
was required. Recognizing this need, the Michigan Department of
Education provided a grant to be used in the establishment of a list
of required concept and/or competency areas, and assessing their
relative importance. The study was to not only identify, and estab-
lish the degree of need for managerial competency areas, but also
needs for future training in those areas required for success in
roles relative to the management of such businesses as perceived by
various types of individuals. In order to implement management
education programs for small, rural agribusiness managers, perceptions

of agriculture teachers and others who might be involved in provision

of managerial education were needed as a basis for designing

educational offerings to meet the needs of those groups.
THE BACKGROUND AND NEED FOR THE STUDY

Many studies have been conducted which identified activities
and competencies for employment in specific agribusinesses. Most of
those studies aimed at aiding in designing preservice or entry level
training for semi-skilled and skilled workers in specific agri-
businesses such as machinery retail sales and service businesses.

A few examples are briefly discussed in Chapter II.

Some former studies have used the "Functions of Industry"
approach to identifying educational needs for Specific industries.
No studies were identified which used the approach taken in this
effort--securing the opinions of many types of individuals to
determine competency areas common to all types studied.

The practice of providing group instruction for farmers from
widely differing types of farms has been shown to bring desirable
results. This led to the thought that managers of other diverse
small, rural agribusinesses may also be clustered in a similar manner
for both preservice and in-service education designed to improve
their managerial competencies. If evidence could be obtained, to
support such an approach to clustering of management trainees, pro-
grams of education might be provided in many Small communities, where
such assistance had not previously been available.

In most small, rural communities there is only one, or a few

non-farm agribusinesses of each Specific type. Training programs

organized for competencies in one specific industry require parti-
cipation at a location at least several miles from the place of
employment of most participants. In-service managerial training,

to be readily accessible should be conducted in the community where
the participants are located. If common educational needs of various
types of farmers, elevator operators, farm machinery dealers, and
other managerial personnel from any one rural community can be met
through this approach to restructuring training programs, a serious
deterrent to participation might be drastically reduced, or possibly
eliminated for many rural agribusiness managers.

As mentioned in the opening sentence of this chapter, improved
management is the greatest need in small businesses. Evidence of
this can be found in the Review of Literature. This need may be more
common in small, rural agribusinesses than in most other small busi-
nesses, due to the isolation of rural peOple and distances from
training opportunities, along with other educational disadvantages
experienced by most rural area residents.

In an article entitled "The American Challenge" Gordon

Swanson stated:

. . rural communities contain more business enterprises
than the rest of the nation combined. They have custody of
the bulk of the nation's natural resources and they contain
approximately one-third of the nation's elementary and
secondary school students. The total size of America's rural
population is very often underestimated. . . .

Among its most serious problems are poverty, low standards
of public services, diSproportionate concentration of sub-
standard housing and severe restrictions in educational
opportunity. Its school systems have suffered from an eroding
tax base and they continue to do so. . . .

. Without a considerable amount of external assistance,
little progress can be expected. The problems of rural
education now border on a national disaster.1
Earlier in the same article Swanson had cited "application of
systems analysis to the implementation of institutional or business
objectives," or a management information system, as a reason some

2 If some outside

rural businesses were more successful than others.
assistance can be used to provide improved education for management
of rural agribusinesses, at least some of the rural problems may be
reduced in severity if not eliminated. If the bulk of the country's
natural resources are controlled by small, rural businesses as
claimed, assistance to improve their management is in the public
interest, as well as a humanitarian endeavor from the standpoint of
those involved. With suitable evidence to justify such efforts,
legislators and other policy makers may be encouraged to provide
outside assistance in forms suited to the needs. This study has

the potential of furnishing a-basis for a viable approach to effec-
tively and efficiently provide needed managerial preservice and
in-service training to those in need. It may also contribute to

the evidence required to secure the support of decision makers in
society, which is needed to assure changes in priorities established
for use of public funds, to provide additional services to rural
communities. If either of these outcomes materialize, the study

will have been worthwhile.

 

lGordon Swanson, "The American Challenge," The Visitor
[Department of Agricultural Education, University of Minnesota],
LVII, No. 4 (1970), p. 2.

 

2Ibid., p. 1.

THE PURPOSE

The purpose of this study was to develop a rank ordered list

of required managerial and agricultural technology areas of concepts

and/or competencies common to various types of small, rural agri-

businesses, and needs for future training as perceived by individuals

providing training for, or managing such businesses. This information

was established as a basis for future education prOgram planning of

both preservice and in-service nature.

THE OBJECTIVES

The objectives of this study were to:

Determine the degree of importance by rank ordering items
on a previously established list of managerial concept and/or
competency areas, as perceived by Expert Managers for

successful management of small, rural agribusinesses.

Determine whether or not there were significant differences
between the mean responses from Expert Managers and four
other groups--Professional Management Educators, Agriculture
Teachers, Other Professional WOrkers and Other Managers of

small, rural agribusinesses.

Determine, by rank ordering, the relative degree of importance
of persbnal need for future training in each of the above
identified areas, as perceived by the Expert Managers for
their successful performance of duties related to small,

rural agribusiness management.

4. Summarize the findings obtained under objectives one to
three above, using tables, figures and/or narrative descrip—
tions designed to clearly and concisely depict the areas of
mutual need for future training as perceived by the various

groups named in objective two above.

5. Interpret the findings and draw conclusions upon which
recommendations for future educational program planning

could be based.

6. Make recommendations for planning of future educational
offerings based upon the interpretations of, and the con-

clusions drawn from the findings of this study.

DEFINITION OF TERMS

Agribusiness

 

An agribusiness included any one, or a combination of the
producing Operations involved in raising plants and/or animals, the
manufacture and distribution of agricultural equipment and supplies,
provision of services to farms and ranches, processing, storage and/or
distribution of agricultural commodities requiring agricultural

technology competencies.

Agricultural TechnolOgy Component Area

 

As used in this study, the term agricultural technology
component area referred to a group of concepts and/or competencies
associated with production and/or utilization of resources. "Live-

stock Enterprises," "Crops and Soils," and "Agricultural Mechanics";

as well as principles and practices in "Agricultural Economics" were

the four agricultural technology component areas.

Educator

In the context of this study, the term educator included one
who provided formal education such as a vocational agriculture
teacher, county extension worker, or a Michigan State University agri-
cultural management joint appointee having teaching duties coupled with
either research and/or extension duties. Also included was one who
provided training through informal ways such as an employee of the
Soil Conservation Service, Farmers Home Administration, or other
government agency. As used in this study, educators were divided into
three sub-groups of Professional Management Educators, Agriculture
Teachers, or Other Professional Workers, having met criteria set

forth in Chapter III for the identification of Specific groups.

Function of Industry,
A function of industry was a group of related actions con-
tributing to the total achievement of an organization by any separate

unit, such as sales, manufacturing or management.

ng_

A job was a position of regular employment requiring specific
comparable duties regardless of the employing organization, business,
industrial establishment, firm or plant; e.g., "truck driver," and

"partsman."

Jury of Experts

 

A jury of experts as used in this study, was a group of indi-
viduals who had acquired Special skills, knowledge, wisdom, ideals and
attitudes in the function of agribusiness management, and/or the
teaching of agribusiness management, through professional training
and/or practical experience, and were recognized as outstandingly
successful by their peers and/or employers. For the purpose of this
study, two sub-groups made up the jury of experts: (1) those agri-
business managers who met the established criteria for "Expert
Managers," and (2) those "Professional Management Educators" who met
the criteria established for acceptance as experts in agribusiness
management described in Chapter 111. These groups will be referred
to throughout this report as "Expert Managers" or "Professional

Management Educators."

Managers

Expert Managggg. Expert Managers were those having met the
criteria established for the purpose of this study as specified in
Chapter III, (those recognized by three or more county agricultural
leaders as being outstanding expert managers in specific types of
businesses).

Other Managggg: All Other Managers were small, rural agri-
business managers not qualifying as experts by criteria established
in Chapter III, (those identified as below average by at least one
agricultural leader from the county). This group included individuals

who had been identified by one or two agricultural leaders

as being expert managers if the same individuals were identified

by one or more agricultural leaders as being below average managers.

Production Business Managgrs. Those who operated businesses
having 40 percent or greater involvement in any one or two (or in the
case of general production, three or more, each consisting of less
than 40 percent of the total) plant and/or livestock raising
enterprises, such as dairy and cash field crops, or nursery and truck

craps were included as Production Business Managers.

Supportive Business Mana ers. Those who operated businesses
which provide input supplies and/or services to production agribusi-
nesses, and/or perform some types of services involved in the marketing
and distribution of production agribusiness output, such as
veterinarians and grain elevator managers were included as Supportive

Business Managers.

Mggggement Function

The management function included fundamental administrative
and Operational activity or actions involving decision making, policy
formulation, control, regulation, and direction of available resources

of an organization, or business firm.

Management Competency
Possession of the required knowledge, skills, and attitudes
needed to perform a Specific action within the management function of

an agribusiness or organization was considered to be a competency.

10

Management Component Area
A cluster of closely related concepts and/or competency
groups within the management function of a business or organization,

such as planning, were considered to be a management component area.

Off-Farm Agricultural Occupation

A job occurring in a number of organizations, plants, firms, or
businesses related to, but not considered to be a part of a production
agribusiness, such as an agricultural bulk petroleum product delivery
service, or farm machinery retail sales has been considered to be an

off-farm agricultural occupation, if involving agricultural technology.

Other Professional Workers

Within the group referred to as "educators" (as opposed to
"managers") Other Professional Workers were the group which did not
fit into either "Agriculture Teachers" or "Professional Management
Educators" categories. This group included such individuals as those
employed by the Soil Conservation Service, Farmers Home Administration
and other government agencies, not normally included as "business
managers," or "educators," but who require knowledge, skills, and/or
attitudes within the management function and agricultural technology
areas for performing their roles of providing supplies and/or services

to production and/or supportive agribusiness managers.

Professional Management Educators
Professional Management Educators were those who provided
preservice and in-service formal education at baccalaureate and higher

levels, to teachers and managers; in this caSe, more Specifically,

11

those employees of Michigan State University who were at least part—
time extension service persons, in addition to their roles as teachers
of teachers of certain phases of agribusiness management, such as

dairy, or field crops management.

Rural Territory

 

That portion of the country, not included in places
(incorporated or unincorporated) of 2,500 population or more, or
where concentration of population is less than 1,500 per square
mile if unincorporated, has been defined as rural territory. Usually
included were small communities, and the open countryside found

between major centers of population concentrations.

Small, Rural_Agribusiness

 

A commercial or industrial organization is small when measured
by standards established by the Small Business Administration for the
specific area and industry involved. It is rural if its central head-
quarters or major place of business is located in a rural community
Or "open countryside." It is an agribusiness if it serves, or is a
part of an organization which for successful Operation, requires
employees who possess some of the knowledge, skills, and attitudes
needed by those employed in some phase of plant and/or animal

production.

Agriculture Teachers

 

Agriculture Teachers were educators who devoted at least 25
percent of their employment to the direction and guidance of indi-

viduals in the learning proceSs. For the purpose of this study,

12

vocational agriculture teachers and county extension service staff

members

beliefs

1.

were included.

ASSUMPTIONS

After reviewing literature and based upon commonly accepted
at the time of writing, the following assumptions were made:
Improvements in agricultural technOIOgy have resulted in
needs for reduced numbers of farmers, and productive agri-
cultural units, but has created needs for increased numbers
of peOple and units in supportive agribusinesses to provide

goods and services to the productive units.

Small agribusinesses in rural communities are utilized by
farmers for many services, eSpecially provision of food,
feed, chemicals, petroleum products, hardware, equipment and
building materials. County seats and larger cities are
relied on to supply items such as clothing, entertainment,
furniture and appliances. In other words, both rural and
urban businesses are needed to supply productive businesses
(farms) with required goods and services. Both types of
supportive off-farm agribusinesses should be encouraged to

flourish.

Suitable assistance can be provided to small, rural agri-
business managers in the form of educational programs and
ancillary services needed to improve management. The major
barrier to implementation is lack of understanding of the
various aSpects of the problem on the part of policy makers,

and society as a whole.

13

Provided with adequate evidence that a specific alternative
action has merit, society is capable and has the will to make
changes needed to bring about the implementation of improve-
ments, through trial of new or different approaches to

solving problems.

Evidence of proven theory of business management, which can

be used as a basis for educational prOgram deveIOpment for
management of small, rural agribusinesses is lacking. Reliance
upon the accumulated knowledge and understanding of experts

is necessary in planning educational programs for this

function of industry.

Because of the diversity of production managers served by
supportive business manager respondents, it may be logical
to assume that needs of reSpondents in this study are not
extremely different from those of similar types of managers

in other locations in Michigan.

Practitioners of management, as well as theorists in the
field of management education, have significant contributions
to make in determining educational programs planned to
improve management conditions in our environment. The
Opinions of one group, without those of the other group,
would be less valuable than the two combined, as a basis for

adequate educational program planning.

14
SCOPE AND LIMITATIONS OF THE STUDY

The scope of this study was restricted to identifying and
determining the degree of importance of concept and/or competency
areas, and needs for future training within the management function
of agribusinesses, as perceived by educators of and/or managers of
small, rural Michigan agribusinesses for performing their respective
roles. It was further restricted to a limited number of each of
five types of reSpondents.

Due to the fact that the study was restricted to only two
counties within southwestern Michigan, broad implications for popula—
tions beyond the sc0pe of the study must be made with reservations.
No evidence has been established to allow generalizations to employees
of other types of businesses not included in the population studied.
However, the manager respondents selected to participate in this
study were taken from many types of small, rural agribusinesses, from
counties which are parts of two distinctly different types of farming
areas. Nearly all types of production agriculture fouhd anywhere
in Michigan may be found within the two counties selected for this
study.

Thirty-one Expert Managers and twelve Professional Management
Educators served as a jury of experts in developing the final instru-
ment prepared for securing opinions. Thirty-two manager respondents
from various types of businesses and thirty-two educators were
included in the final survey of Opinions concerning the educational

needs of managers and educators as reported in this dissertation.

CHAPTER 11
REVIEW OF LITERATURE

Traditionally, instruction in agricultural management has been
offered almost exclusively to persons engaged in, or preparing for
production agricultural managerial positions. In recent years, a
growing awareness has evolved of a need for off-farm, or supportive
agricultural business management training. This chapter is a brief
review of some selected literature pertinent to the problem studied.
It is to some extent divided into separate categories, although a
certain amount of overlapping has been unavoidable, due to the nature
of the writings, which in many cases dealt with several phases of the
problem. Nevertheless, the following sections have been included in
.this review: Background and Identification Of the Problem; Manage-
ment Function Approach to Planning Occupational Training; Concept
and/or Competency Areas Required for Successful Management; and a

Summary.
BACKGROUND AND IDENTIFICATION OF THE PROBLEM

In the final analysis, the most important ingredient for
the success of an enterprise is its management. Although
little confirmed evidence is available on what makes management

15

16
successful or unsuccessful, it is accepted as fact that a
firm cannot survive without effective management.1
The above quote was from the Foreword of an initial effort
made by Basil to determine what executive development programs for
small business exist and to what extent objective measurement of
executive training is feasible. Some conclusions he noted include:
Of over 600 responding firms, from an original sample of approximately
2,200, only 10.4 percent had formal executive development programs.
The largest of the firms surveyed (generally those with over 2,000
employees) averaged 42.3 percent, while medium and small firms (less
than 500 employees) rarely had any executive deveIOpment program.
Those firms whose top executives had college training were more likely
to have executive training programs. Training beyond college for
managers was also less likely in the small firms.
Basil stated: "There is need for research on executive
development, particularly on its evaluation, and on what techniques
if any can lead to the best possible results."2
William A. Duval, Director of Credit Service Development for
Dun and Bradstreet, Incorporated, stated:
The primary cause of failure lies in management weak-
nesses of the business as these contributed a total of
91.3 percent. This may be a surprise as many diligent
students of business statistics attribute the primary
cause of failure to the lack of working capital.

We believe that poor management is usually the basic
underlying cause. A business that starts with inadequate

 

1Douglas Constantine Basil, Executive Development: A
Comparison of Small and Large EnterpriSe (Minneapolis: ’University of
Minnesota, 1964):Fp. v.

21bid. , p. 50.

 

17

capital or which undertakes a poorly financed, overly opti-
mistic expansion program is demonstrating poor management
judgment and will probably not succeed. It is a lack of
judgment rather than the lack of capital which is at fault.
It has been demonstrated many times that even a concern
with the finest plant or store, a meritorious line or
product, and a great potential market will not long succeed
under poor management.3

In discussing why businesses fail, Mr. Duval eXplained that
getting accurate reasons is difficult, since peoples' motives or
reasons for Specific actions are "often buried or obscured beyond
recall."4

Mr. Duval's testimony dealt with business failures, and
answered the question of what a failure is, in this way:

Dun and Bradstreet includes in its business failure

statistics those businesses that ceased operations after
such action as execution, foreclosure or attachment; those
who voluntarily withdraw leaving unpaid obligations or
were involved in court actions such as receivership, re-
organization or arrangement or voluntarily compromised with
creditors.5

Fowler and Sandberg, in a study of small crop processing
firms, made the following statement:

In the analysis of the attitudes of the administrators

studied, it became quite apparent that the postulates of
rationality generally assumed by the economist as dictating

the behavior of the businessman must be tempered in the case
of the small business operator. For there is a decided

 

3U.S., Congress, Senate, Select Committee on Small Business,
Small Business Failures: Mana ement Defects Held Lar ely Responsible,
Hearing, 87th Cong., 2nd Sess., June 25, 1962 (waShington,FD.CT:
Government Printing Office, 1963), p. 10.

41131.1, p. 7. 511311, p. s.

18

difference between the latter and the professional, or
hired, manager; it is submitted that this difference is basic
and poorly understood.6

Thus they indicated that a distinct difference exists between
large and small business managers' attitudes. They later stated:

It is quite obvious that there is absent from among firms

in this industry and probably generally among "small"
businesses, an appreciation of the basic nature of the
administrative process: decision making relative to goals
and alternatives.

The above references clearly called for further study, to
isolate additional information about management of small businesses
in general, and the latter study especially indicated a need for
additional study of small agribusiness management.

From a different point of view--that of manpower needs, and
development alternatives--other reports have shown other types of
information which help set boundaries around the problem being
studied. A few examples follow.

According to Goldstein, indications are that service-
producing industries are expected to increase from 64 percent in 1968
to nearly 70 percent by 1980. Meanwhile, employment in goods-
producing industries will decline as a percentage of total employ-

ment, from about 36 percent in 1968 to under one-third by 1980.

Mining and production agriculture will decline in actual numbers of

 

6Frank Parker Fowler, Jr. and E. W. Sandberg, The Relation-
shi of Man ement Decision Makinggto Small Business Growth (Fort
COIIins: CoIorado State University ReseafEh FOundafion, Chlorado
State University, 1964), p. 65.

71bid., pp. 66-67.

19

workers. Farm workers are expected to decline by about one-third from
3.5 million in 1968, to 2.6 million in 1980.

A need was expressed in this article for better information
on training needs for Specific occupations. Local data as a basis
for local program planning was recognized as being of greater signi-
ficance than national data. Expansion and/or changes in content of
training programs was mentioned as needed to meet changing skill
requirements. Examples included automobile mechanics.8 They did not
include farm power and machinery repairmen, service—supply store
operators, or others who may experience greater changes than auto-
mobile mechanics.

In a companion article to the one above, Lawrence took excep-
tion to the approach used by Goldstein reporting manpower needs:

In his article Mr. Goldstein divides the U.S. Manpower
force into nine major occupational groups: (1) professional,
technical, and kindred, (2) managers, officials and pro-
prietors, (3) clerical, (4) sales, (5) craftsmen, foremen
and kindred workers, (6) semi-skilled workers, (7) non-farm
laborers, (8) service workers, and (9) farm occupations.
This implies to most readers that farm occupations only,
should be considered as potential employment opportunities
for graduates of vocational agri-business programs.

This implication is erroneous. Agricultural educators
today have the responsibility of providing programs to meet
the needs of persons entering any off-farm occupation that
requires agricultural skills and knowledge.

The scape of agricultural education thus goes beyond
farm labor occupations to cover the total agri-business

 

8Harold Goldstein, "America's Manpower Needs for the
Seventies--Clues to the Tasks Ahead for Vocational Education,"
American Vocational Journal, XLVI, No. 4 (April, 1971), 18-25.

 

20

occupational field, including some occupations in all of
the nine major occupational groups except non-farm
laborers.

Questions asked by Lawrence which were related to off-farm
programs in agriculture included:

What are the tasks vocational educators must accomplish
to meet the manpower needs of the total agri-business indus-
tries in the seventies? . . . What occupations are included,
and what skills and competencies are needed to succeed in
these occupations? Which of these can be taught by agri-
cultural educators and which should be left to other
educators?

Perimeters must be established around the type of
instructional programs that can be achieved by agricultural
education and Strategies established to get the task underway.

. . The planning and development of instructional programs
at the local, state and national levels must be based upon
student interests and employment opportunities. . .

I suggest that this total program of instruction in
the agricultural discipline must start at the elementary
grades as a part of a career education program for all
students, continue through four-year colleges of agriculture,
and include continuing education for adults. . . .

Short term Specialized instructional programs should
be provided in all types of educational institutions for all
adults working full time in agricultural occupations who need
training or retraining to achieve job stability or
advancement.10

Another companion article by Crum supported the ideas of
nation-wide vocational education resources utilized to train every
person from child to adult level, and questioning of the use of
national manpower projections exclusively. A recognition of the
role local resources play in the planning of-productive programs

was included. A need was identified for increases in programs

 

9C. M. Lawrence, "A Total Program to Meet the Needs of
Ag Industry," American Vocational Journal, XLVI, No. 4 (April, 1971),

40.

 

10Ibid., pp. 40-42.

21

meeting needs of increasing numbers within the twenty-five to
thirty-five year old bracket of workers, to help upgrade and provide
them with capabilities required "to permit young workers with limited
experience to move into technical, supervisory, and managerial
positions."11
Crum pointed out in this same article that many job titles
exist which are not included in Bureau of Labor Statistics listings,
and that vocational education supply is not meeting manpower needs
in any of the traditional occupation areas. Agriculture was only
meeting 56.7 percent of 1971 needs, and agribusiness was only meeting
38.8 percent of 1971 needs. The estimates for 1975 were 48.6 percent
and 35.3 percent respectively, indicating that manpower needs in
agribusiness are increasing faster than programs are being planned
to help meet those needs.12
Although it was less up-to-date, a Summary of Research Find-
ings indicated that, as of 1964, almost half of the people employed in
off-farm agricultural businesses needed education in agriculture.
Needs for additional agriculturally-trained workers were greatest in
supplies, sales and services, machinery sales and services, ornamental
horticulture services, and livestock and crop food products marketing

and distribution. In the future many agricultural subjects taught to

students preparing for production farming will also be needed by those

 

11Dwight R. Crum, "Implications for Planning Vocational
Education Resources," American Vocational Journal, XLVI, No. 4
(April, 1971), 26-27.

 

1211211, p. 27.

22

entering off-farm agricultural occupations. Not stopping at entry
level, this summary indicated:

State studies uniformly found that advancement within an
occupation required a higher average level of competency
than was required to gain initial entry. This shows need
for continuing adult education.13

Along the same trend of thought last expressed, Persons and
Cepa, discussing the task of vocational educators in estimating
potential clientele, stated:

There are seven occupational areas commonly described as areas
of responsibility in vocational agriculture. They are agri-
culture supplies, agricultural mechanics, agriculture products,
ornamental horticulture, agricultural resources, and forestry.
Some additional miscellaneous categories such as government
service, education and agriculturally related services such
as credit which are classified as other agri-business form
an eighth category.14

Numbers of workers within each category were estimated, using
several sources of figures. They readily recognized, however, that
their "number of workers includes persons (in the industries) at all
occupational levels such as professionals, managers, clerical workers,
craftsmen, and laborers."15

They further recognized that: "Not every agricultural
industry is reported. . . . Neither are the number of persons

requiring agricultural competencies defined in this study."16

 

13Center for Research and Leadership Development in Vocational
and Technical Education, Summary of Research Findings in Off-Farm
Agricultural Occupations (Columbus: The Ohio State University, 1965),
p. 30. -

14Edgar Persons and George Copa, "Have You Counted Your
Clientele Lately?" The Visitor [Department of Agricultural Education,
University of Minnesota], LIX, No. 1 (January, 1972), l.

1 l

 

slbid. 61bid.

23

Their concluding paragraph Stated:

It is important to note that the industries listed have
come from among a wide variety of categories. While vocational
agriculture education may tend to look only to those indus-
tries classified as agricultural to find their potential
service area, these data illustrate that areas such as manu-
facturing, tranSportation, construction and others also contain
industries which are agriculturally based.17

Thus, while several studies have been made of broad clientele
potentials for agricultural education prOgrams, none has been located
which attempts to identify specific potential clientele for educa-
tional programs concentrating on the management competencies required
for small, rural, agribusinesses.

From still another point of view--dealing in numbers of peeple
in rural areas,and phase of the problem centered around the rural to
urban migration, Gregory had some relevant comments made in a paper
presented at a national conference on solving educational problems in
sparsely populated areas. Making the distinction between "rural" and
"farm," the point was made that about 47 million rural non-farm
people outnumbered the approximately 10 million farm population by
nearly five to one. Nearly one-fifth, or about 11 million of the

. . . 18
total rural population live in poverty.

Recognizing the problem of rural to urban migration Gregory

stated:

 

17Ibid.

18Francis A. Gregory, "Manpower DevelOpment Services and the
People of Rural Communities" (a paper presented at the National
Working Conference on Solving Educational Problems in Sparsely
POpulated Areas, Denver, Colorado, March 17-19, 1969), p. 2.

24

. The reality must be faced of a continuing stream
of city-bound migrants from rural areas until such time as
there may be a balance between the supply of indigenous rural
manpower and the quantity, range and appeal of rural job
opportunities. The immediate problem, then, is to make the
present irreversible rural to urban migration a more
reasoned and efficient process. Almost simultaneously the
longer range and broader prOgrams of economic development
of rural areas must be mounted.19

While Gregory was referring to the national sitution, he was
speaking about a world-wide phenomenon. Even in developing countries,
those who Spend time enough in a local community to observe migratory
trends quickly become aware of this rural to urban movement of large
numbers of people. It is not different in Michigan. A study of the
population as shown in census figures for 1960 compared with 1970
gives a general view of the changes taking place in the distribution
of the pOpulation. Table 1, showing breakdown of population in
groups of places according to size, illustrates this point.

Although rural totals increased by over 237 thousand in the
decade between 1960 and 1970, the urban fringe increased by nearly
852 thousand during the same period. Not only were people moving
into the urban fringe (or being absorbed by it), but the numbers of
places in urban fringe areas increased while the number of rural
places actually declined slightly, with more in the 1,000 to 2,500
population size, and fewer in places of less than 1,000.

Even though the migration from rural to urban exists in

Michigan, it is not reducing the total rural residents. In fact the

actual numbers of people in rural territory increased substantially,

 

19Ibid., p. 4.

25

.AHASH .ouucmo mcmucmma ucoeauosou "no a .coumcugeazv caumaunz 4~<-fisvua “no em Hanna

 

 

 

.mueeuwnmneH mo Henezz 403H “nofiumasmom we momceu .m.= .momeou on» me :mou:m..m.= "ooasom

 

 

 

 

o.ooH ema.m~m.a mmm o.ooa mwo.mam.w mam mHaSop «beam
o.o~. Noo.ewo.m can ~.o~ on.H~m.~ new weapon Hausa
N.NN omH.mmA.H ... ~.NN www.mam.fi ... Lana» cacao
m.H mNH.eoH SSH H.H Rem.HoH mas ooo.H saga amps
we moueam Hausa
H.m mma.oem oms m.N oam.ne~ ems oom.~ on ooo.H
mo madman Hausa
«.ma NmH.mma.m Rom m.ma maa.mmm.o mew mambo» cans:
«.mm Haw.mmm.~ ma o.om owA.omH.m AOL oueaum amen:
:ofiuaasmoq cowuwfisnom
Hmuou cowumasmom moomam Hope» :ofiumflsmom mooeam
mo acounom mo accouom
mcoflueooq
coma cams

 

.oomH paw onma

"madam one onwm km .cmmfl:0fiz mo cowumasmod .H canes

26

indicating increased needs for educational programs in rural areas. To
support increased educational offerings, economic growth in rural areas
is needed. Not only are economic expansion and increased educational
programs needed, but there is a growing concern for the quality as well
as quantity of changes required in rural areas.

People from several vantage points have recognized needs for
change in our society, its education system, and its relative values.
Although referring to many types of organizations, Lippitt perhaps
summed up the situation as well as any general statement could:

I feel that at no time in my lifetime has there been more

need for organization renewal. The need for organizations to
re-examine their objectives, review their structure, improve
their relationships, and to rediscover their reSponsibility to
their members, clients, or employees is very evident. The
organization that will remain viable, creative and relevant
must engage in the process of search that the renewal effort
involves. Such renewal will not take place by chance. It
must be a purposive effort that embodies more than good
intention. An organization renewal process takes time,
energy, money, and skill.20

More directly aimed at educational change, and pulling together
thoughts expressed by some of our nation's leaders, the U.S. Office of
Education made reference to action of the Congress in the Vocational
Education Act of 1963, whereby it was proposed that all people,
throughout our country, "Should have access to vocational education

based upon individual needs, interests, and abilities."21

 

20Gordon L. Lippitt, Organizatipp_Renewal Achieving Viability

in a Chan in World (New York: Appleton-CEntury-Cro ts, ucafion
iViSion, ere t Corporation, 1969), p. vii.

 

21U.S., Department of Health, Education and Welfare, Office of

Education, Vocational Education: The Brid e Between Man and His Work,
OE-80053 (Washington, D.C}: Government Printing Office, I968), p. 3.

 

27

Among the "imperative educational needs” enumerated by the
National Advisory Council on Vocational Education, as reported by the
same source, were:

A reorientation of values is needed to satisfy a new set of
closely interwoven functions. The Opportunity must be provided
to improve the individual's employment status and earnings and
to help him adapt to a changing economic environment and an
expanding economy.

The same source indicated that only three dollars of federal
expenditures per enrollee went for adult programs in fiscal year 1966,
while sixty dollars per enrollee went to post-secondary, and nineteen
dollars per enrollee went to secondary school prOgrams. Educational
apprOpriations have been noted to be too small to carry out proposed
programs, and are also small in comparison with other federal

23
programs.

In his discussion of Agricultural Education Curriculum
Development, Hensel referred to the same seven categories identified
earlier as being the responsibility of vocational agriculture.
Stating that having already been adapted by the Department of Health,
Education and Welfare for reporting purposes, "it becomes imperative
that curriculum guides and programs of curriculum content be

developed."24

 

22mm, p. 4. 23mm, p. 7.

24James W. Hensel, "A Planning Study to Determine the Feasi-
bility of a Research Project Concerning Employment Opportunities and
Training Needs in Farming and Off- farm Agricultural Business and
Industry," Final Report and Proposal for Research (Columbus: The Ohio
State University, Center for Vocational and Technical Education,
July, 1968), p. 7.

28

Rules and regulations under which each state must operate, if
they are to qualify for reimbursement from federal monies, include the

following:

Paragraph 104.60 Vocational Education in Agriculture.

Vocational education in Agriculture under the state plan shall
be designed to meet the needs of persons over 14 years of age who
have entered upon or are preparing to enter: (a) Upon the work
of the farm or farm home, or (b) Any occupation involving
knowledge and skills in agricultural subjects, whether or not
such occupation involves work of the farm or of the farm home.
104.61 Agricultural Occupations defined.

An agricultural occupation means an occupation involving
knowledge and skills in agricultural subjects, which has the
following characteristics:

(a) The occupation includes the functions of producing,
processing, and distributing agricultural products and
includes services related thereto.

(b) The occupation requires competencies in one or more of
the primary areas of plant science, soil science, animal
science, farm management, agricultural mechanization,
and agricultural leadership.25

Paragraph 104.13 concerning all vocational education programs

and services gave Specific support to studies of occupational needs for
preposed training programs:

The following standards will be followed to assure soundness
and quality of instruction designed to fit individuals for an
occupational objective:

(1) The program of instruction will be based on a considera-
tion of the skills and knowledge required in the occupation
for which the instruction is being provided, and include
a planned logical sequence of those essentials of educa-
tion or experience (or both) deemed necessary for the
individual to meet his occupational objectives.

(2) The program of instruction will be developed and conducted
in consultation with potential employers and other indi-
viduals or groups of individuals having Skills in the
substantive knowledge of the occupation or occupational
field representing the occupational objective.

 

25U.S., Office of Education, Vocational Education Bulletin
Number 1 Administration of VocationaliEducation--Rules and

Regplations as ington, . .: overnment rinting 1ce, 1966),
pp. - o

29

(3) The program of instruction will include the most up-to-date
knowledge and Skills necessary for competencies required
in the occupation or occupational field in which the
individual is being prepared or upgraded or updated.

(4) The program of instruction will be sufficiently extensive
in duration and intensive within a scheduled unit of time
to enable the Student to develop competencies necessary
to fit him for employment in the occupation or occupational
field for which he is being trained.

(5) The program of instruction will combine and coordinate
related instruction with field, shop, laboratory, coopera-
tive work, or other occupational experience which (i) is
appropriate to the vocational objectives of the students,
and (ii) is of sufficient duration to develop competencies
necessary to fit him for employment in the occupation or
occupational field for which he is being trained, and
(iii) is supervised, directed, or coordinated by a person
qualified under the state plan.26

Hensel identified the following objectives for Vocational and

Technical Education in Agriculture as quoted from U.S. Department of

Health, Education and Welfare OE-81011, Bulletin 1966 No. 4:

To develop agricultural competencies needed by individuals
engaged in or preparing to engage in production agriculture.
To develop agricultural competencies needed by individuals
engaged in or preparing to engage in agricultural occupa-
tions other than production agriculture.

To develop an understanding of and appreciation fOr career
opportunities in agriculture and the preparation needed to
enter and progress in agricultural occupations.

To develop the ability to secure satisfactory placement and
to advance in an agricultural occupation through a program
of continuing education.

To develop those abilities in human relations which are
essential in agricultural occupations.

To deveIOp the abilities needed to exercise and follow
effective leadership in fulfilling occupational, social, and
civic responsibilities.27

The opening sentence by the Michigan State Board of Education

in their foreword stated: "This Annual Descriptive Report of the

Michigan Program of vocational-technical education tells the story of

 

26Ibid. 27Hensel, op. cit., p. 6.

30

unprecedented growth during the past year." This statement gave a
very false impression of the facts relative to agriculture reported
by the Division of Vocational Education in its Annual Report for
FY 1967.28

In that report only 1,084 Adult Farmer (Supplementary)
Secondary enrollees were reported, along with 287 Young Farmer
(Preparatory), and 265 total enrollees in nine different post-secondary
programs in varying aspects of Agriculture Education in the entire
state of Michigan. Of those, only four programs dealt directly with
management of agriculturally related businesses. Enrollments in both
young and adult farmer programs declined that year, due (according to
the report) to "a shortage of teachers and increased teacher load."29

In fact, as late as 1971, Dr. John W. Porter recognized that
about two million residents do not have access to suitable adult
education. Calling for development of courses aimed at "the everyday,
ordinary people," Porter said: "We must do this with as much or more
zeal and zest as we use to put a star athlete into college."30

Net only was adult education for Michigan residents inadequate,

pre-entry occupational training was woefully inadequate to meet needs

of youth and/or industries for which they may work.

28Michigan, State Board of Education, Annual Descriptive
Re art of the Division of Vocational Education (LanSing: Department
OEEEducation for tEe Fiscal Year ending Junefl30, 1967), p. i.

 

 

 

ZgIbid. , p. 15.

30"Adult Education Backed," State Journal [Lansing, Michigan]
April 28, 1971, Sec. A, p. 15.

 

31

Definition of the problem leading to the policy statement and
plan for the development of area vocational education centers in
Michigan included the following statement:

. only one out of six students is receiving occupational
preparation for gainful employment, while 75 percent of all
ninth grade students enter the labor market at or before high
school graduation. In addition, 27 percent of Michigan's
students drOp out of school before graduating; most of them
with little or no job preparation.3

In 1970 the following guiding principles for Vocational Agri-
culture Curriculum change were noted by the Michigan Department of
Education:

The occupational needs of the persons receiving instruction
should be considered first when planning new and improved
vocational-technical education prOgrams . . . Where possible,
instruction should be given in local high schools, area
schools, junior colleges, community colleges and other such
institutions so that all students who desire may have the
Opportunity to enroll. . . . Schools should provide a
cooperative-type occupational training program as one means
for giving Specific training to help selected students acquire
the necessary skills, abilities and understandings to
succeed in a variety of non-farm agricultural occupations.

. . . It should be recognized that training for non-farm
agricultural occupations is not the exclusive concern of the
teacher of vocational agriculture. Teachers of many other
high school subjects have substantial contributions to make
to the career preparation of workers in non-farm agricultural
occupations. . . .

Competencies and understandings in agriculture needed by
workers in non-farm agricultural occupations should be con-
sidered when selecting and developing units for the course
of study in vocational agriculture.3

 

1A Tentative Plan for the Development of Area Vocational
Education Centers—in Michi an (Lansing: ’Michigan Department of
Edfication, 1970), p. 2.

32A Guide for Pre arin Courses of Instruction in Vocational .
A riculture in Michiian, u etinFNO. 2151’(rev. ed.; Lansing:
MIChigan Department of Education, 1970), pp. 3-5. .

 

32

In addition to guidelines, selected competencies were listed
which were suggested for inclusion in training programs, some of which

were managerial in nature, and similar to those identified by others

and referred to later in this study.33

In defining higher education, the Michigan State Board of
Education included all post-secondary education, including "the broad

area of vocational-technical education leading to skills or technical

abilities."34

The State Board further defined Vocational-Technical Education
as being:

. . . made up of occupational, vocational-technical, and
apprentice programs taught primarily in the community colleges,
preprietary schools, and certain baccalaureate institutions
where they usually do not lead to a baccalaureate degree.

There is every indication that a great need exists to expand,
substantially this sector of higher education.35

Probable trends in employment for future years were discussed,
in light of manpower need studies which projected Michigan's changing
trends.

In 1960, according to the Michigan Manpower Study, the
largest number of people based upon a lZ-classification format,
were employed as operatives, craftsmen, clericals, professionals,
and managers, in that order. It is projected that by 1980 the
order will have changed . . . with the greatest average annual
rate of increase in employment from 1960 to 1980 to be in the
professional, service, clerical, managerial and sales
occupations, . . .36

 

33See pages 131-35 for details on required managerial
competencies.

34state Plan for Hi her Educgtion in Michi an (rev. ed.;
Lansing: tate oar o ucatien, February, IOVUIT‘b, 1-9.

35Ibid., p. I-lO. 36Ibid., pp. II-21-22.

 

33
In setting down guidelines for the planning, administration
and conduction of agricultural education programs, the consultants
on Agricultural Education in the U.S. Office of Education said the
primary objectives included:

. 3. Assist in developing Special and innovative agricultural

career programs.

Improve the efficiency of the agricultural industry by

helping develop the agricultural competence and

leadership of its managers and employees.

6. Strengthen ancillary services eSpecially teacher
education, supervision, and research.37

4.
5

Describing the present situation, the consultants stated:

It was not until this present decade that federal legislation
was passed to expand agricultural education to include preparation
for off-farm agricultural occupations. . . . For the first time
curriculum researchers attempted to identify, on a large scale,
those competencies and skills needed by workers in off-farm
agricultural sectors of the economy. Out of necessity the
cluster concept was conceived as a sound approach to teaching
knowledge and skills common to a family of agricultural
occupations.

In reference to the training of teachers, the consultants indi-
cated that, due to such factors as expansion of kinds and levels of
programs, there is presently a critical deficit of teachers qualified
to prepare students for off-farm agricultural Occupations.39

They went on to discuss the implications of this deficit,
stating that: "in essence . . . agricultural education will be train-
ing only about one-sixth of the manpower needed by the industry of

agriculture in 1974."40

 

37Agricultural Education Committee of Office of Education
Consultants on Agricultural Education, Guidelines for Developing
Programs in Agricultural Education for Washfiigton, D.C.:
ice ofiEduEation,TDepartment ofEHeaIth, Education and Welfare,
1970),, pp. i-ii. (Xeroxed.)

 

3 4

381b1d., p. 5. 9Ibid., p. 7. olbid., p. s.

34

In light of the above statements, the following pertinent
guidelines were put forward for consideration by those planning for
agricultural education for the future:

State staffs for agricultural education must exert leader-
ship and accept responsibility fer initiatin ahdidevelopin
prOgrams togprovidegpost- secondary students with opportunities

quality trainingkin agricultural education. . . . Repre-
sentatives of agriculture and business must Be actively
involved in programplanning_and—evaluation. . . .VAn adeqpate
supply of capable teachers withiappropriite technical and pro-
fessional trainin is essential to the success of the pro ram.
. . . Appropriate education in agriculture should’be prov1ded
for all persons who deSire andican profit from suCH education.
. . .Teacher education and state supervisory staffs Shouidi
recruit, Aprepare, andgupdate personnel specifically for
develo in ro rams for out-oflschool youth and adults. . . .
Curriculums should be relevant to the individual needs of
{he students. . . . Inservice pro rams Should’behbased on
essential_professional and techhical competencies. . . .
_gricultural education should accept responsibility for providing_
curriculum development and educationaI‘media serVices fer the

pregrm 5.41

With recognition of the need for change being so widespread,

 

 

 

 

 

 

 

 

 

 

 

and dating back in some cases over ten years, it is nevertheless
difficult to search out concrete evidences of any concerted efforts,
especially in Michigan, for proposed solutions to the problem. A few
serious efforts have been reported from other states. While they
cannot be directly applicable to Michigan conditions, they do imply
types of educational programs which may succeed in Michigan. Some,
however, point out inadequacies of programs tried in other places.

By careful selection of components from those which apparently were
successful in other settings, and avoiding repetition of those types
of activities which did not work as hoped, some proposals for trial

in Michigan can be made.

‘__

41lbid., pp. 11-25.

35

In one program in Tennessee, industry, public education and
government agencies combined to demonstrate that industrial workers
could be economically and profitably trained by modern means in less
than one year.42

In a Kentucky study:

Results of the analysis of 233 Employment Service Records
Show that the use of MDTA funds for Farmer General and Farm Hand
General Training was a good educational investment. . . . Though
both . . . courses are considered as being good educational
investments, Farmer General Training was the better investment
of the two. . . . The in-depth analysis indicates that the
cost of MDTA Farmer General Training is realizable within
three years after the training. Another financial benefit, which
could not be compiled, resulted from the Farmer General Trainees'
neighbors sharing in the knowledge that the trainees gained
during the course.43

Cough and Rowe concluded that since training costs were
realized in three or less years following training, that similar
future programs may be good investments. They also suggested that
additional courses of these types could not only alleviate the rural
poverty problem, but would also reduce the urban poverty problems of
the future, by reducing the rate of migration of rural poor people to

44
urban areas.

 

 

42Training and Technology: A Demonstration Manpower Develop:
pent Project Wor er rainin Pro ram, ase 1, Final Report (OER—
Ridge Associated Universities, Tennessee,May, 1969), pp. 1-74.

 

43Lowell A. Cough and Harold R. Rowe, A Stugy of Factors
Associated with Outcomes of MDTA A ricultural EducatiOn Projects in
the Somerset Area, Final Report (Eexington: ”Kentucky ResearEh
Geordinating Unit, 1968), p. i.

 

 

 

 

44lbid.

36

A South Carolina study, evidently broader in sc0pe than the one
in Kentucky, indicated that most MDTA programs would be able to "break
even" if average ages of students were sixty years of age. Most
participants, however, were nearer to thirty or forty years of age,
giving twenty to thirty years of profitable investment returns from
education expenditures of the types involved. Some programs, however--
notably a non-managerial type of training for Landscape Gardeners--
showed expected earnings to be less than training costs for all ages
of students.45

In contrast to results of the studies in Tennessee, Kentucky
and South Carolina, which included training for managers and self-
employed individuals, a three-state study interim report concluded
that "no marked increase in available jobs is evident."46 Thus, the
approach had not met its objectives entirely, since two of the pilot
program objectives evaluated had been: (4) demonstrating that occu-
pational education programs can significantly increase employment
opportunities; and (5) demonstrating that a cooperative occupational
effort based on local involvement will result in continuing community

development.47

 

45A Benefit Cost Analysis of the South Carolina MDTA Program,
Preliminary Report (Celumbus: South Carolina University, ureau 0
Business and Economic Research, 1965), pp. 1-64.

46Eugene B. Griessman (ed.), The Concerted Services Approach
to Developmental Change in Rural Areas: An Interim Evaluation Cinter,
RESearch andFDevelo ment Report No. 1*(Raleigh: ‘NOrth’CarOlina
Uhiversity, 19685, p. IIB.

 

4711314. , pp. 128-30.

37

Although six federal agencies joined with State and local
groups, to concentrate on one county in each of three states and did
improve some conditions by their joint efforts, they (as others have)
missed management training as a requirement for community development.

While not wholly successful, the report indicated enthusiastic
support for such efforts, in light of benefits derived, and favorable
results:

Experience to date with the pilot projects has shown that
federal and state agencies working together can effectively
bring educational training opportunities to rural residents.
This approach provides an effective means for introducing
new programs, such as training programs for welfare recipients
under title V of the Economic Opportunity Act, the expansion
of the Farm Labor program to include logging, and the HRD
prOgram of the public employment service. High priority should
be given to extending this promising new approach. The nation
can ill afford to let the disadvantaged residents of rural
areas remain unassisted. It is inconsistant [Sic] with an
expanding economy to permit this vast source of potential man-
power to remain untapped. The manpower policies and techniques
that are being developed in the Concerted Services program offer
new hOpe to rural America.48

Another reference to the success of the joint effort approach
Stated:

After a year and a half of operation of the CSTE [Concerted
Services for Training and Education] pilot projects, a large
measure of success has been attained. Approximately three times
as many people in the pilot counties are participating in the
new federal aids to training and education as in other rural
counties.49

An Opinion, supporting the concept of increasing employment

opportunities in rural areas through training for rural business

managers was expressed as follows: "The philosoPhy of the present

 

49

481bid., p. 15. Ibid., p. 135.

38

coordinator [of Todd County, Minnesota] is that it takes more than
training to get a job. Employment opportunities must also be
present."50
One study by Warren et al. was related to evaluation of a
management training prOgram for managers of one Specific type of off-
farm agribusiness-~namely Farm Supply Dealers. It more closely
approached the type of training for across-the-board agribusiness
management training for small rural agribusiness managers, than did
any other study identified. Therefore, considerable detail was
involved in reporting on this study.
An introduction to the educational phase of the study was as
follows:
The educational phase of this project consisted of planning,
organizing and implementing an intensive training program for
10 local retail farm supply and marketing dealers who sold
fertilizer and agricultural chemicals. Intensive training was
given in the areas of business management, merchandising and
product infermation. The research phase included setting up the
experimental design, designating the participating and control
dealers and measuring the influence of this training upon the
manager and his business firm.51
The training consisted of one five-day workshop, followed by
Sixteen training meetings over a two and one-half year period. The

meetings ranged from 3 to 12 hours in length, and the total training

program covered about 140 hours of instruction.

 

SOIbid., p. 118.

51Richard 0. Warren et al., The Experimental Dealer Training_
Pro am Chan es in Knowledge; Attitudes and Performance of Farm
S I Dealers Chan es in usiness Firms, RuraI'SocioIOgy Report
No. 53 IAmes: Iowa State University Of_§cience and Technology,

1967), p. 2.

 

 

 

39

Changes brought about by the training prOgram, and analyzed
included:

. l) managers knowledge, 2) managers attitudes, 3) managers
performance, 4) internal environment and activities of the
business firm, and 5) economic returns to the entire business,
the fertilizer department and agricultural chemicals
department . . .

The major objective of this report is to determine the
effectiveness of an intensive training program in bringing about
predicted behavioral changes in the dealer and changes in those
areas of his business firm where the manager or owner-manager
plays a major role in the decision making . . .

The emphasis will be placed on operational management and the
outcomes for the business resulting from operational management.
Although the division of managerial reSponsibility and internal
environment may vary according to the economic structure, there
is a common area in operational management.52

Several thoughts relative to the learning process were included
in this study, which are briefly summarized here: If the assumption is
made that behavioral changes in human beings are desired outcomes of
education or training, then the assumption must first be made that some
behavior is learned from others or from the environment. However, no
one theory can be stated as the basis for learning.

Likewise, no one theory exists about the function of manage-
ment, although many are studying the subject, as expressed by
Warren et al.:

The contributions to an ultimate theory about organizations

are coming from many diverse fields. Some of these fields
include management science, operations research, psychology,
anthropology, sociology, political science, social psychology,
mathematics, economics, statistics and management itself.
People in all of these fields are conducting research about
organizations, or some aspects of behavior in organizations,
or organization activities. However, at the present time an

integrated or unified theory does not exist which could be
used to generate hypotheses about management.53

 

SZIbid., p. 23. 531mm, pp. 65-66.

40

In their conclusions, many and varied types of influences,
conditions and factors were discussed by Warren et al. which may have
accounted for the lack of statistically supported hypotheses as to the
benefits derived from manager participation in the training program.
The "adequacy" of the training was questioned: "Perhaps with larger
sample Size and more precise measures, a more specific conclusion to

4

the question of adequacy could be reached."5 However, based upon

descriptive statistics and discussion of the findings, "it appears that
a slight trend in favor of the treatment general managers does exist."55

Suggestions for future research included: ” . . . 4) charac-
teristics of general managers which lead to successful operational
management in business firms, and S) the develOpment of more precise
measuring devices and instruments."56

While limited in scope, and of somewhat questionable signifi-
cance according to their criteria, the Study by Warren et al. was very
helpful background for the study being reported upon.

Even more pertinent were remarks made by Harold Binkley, who
spoke directly to the problem of providing training for diversified
participants in the instructional programs proposed for secondary'
school students, when he said:

Diversified and individualized instructional programs in

agri-business is one of the major challenges we have not
met. . . . We must develOp ways to meet a wide variety of

occupational objectives, in agriculture, in the same class.
I should like to discuss with you the need for diversified

 

54Ibid., p. 314. 551b1d., p. 310. S6Ibid., p. 314.

41
and individualized instruction programs in vocational agri-57
culture and a conceptualized model for such a program .
Dr. Binkley went on to point out that there are thousands of
school districts or local communities with needs for improved educa-

tional offerings which utilize the "total agricultural resources of the

 

community." He pointed out that in any one community, of 3,000 to
5,000 population agricultural training resources might include many and
diverse Opportunities such as farming, an SCS office, a butcher shop,
an agricultural machinery business, and a milk processing plant, among
others.S8 While his specific reference was to a size range slightly
larger than those of communities included in this study, many of the
same types of resources exist in the smaller communities of under
2,500 population as well.

In his model, Dr. Binkley indicated a need for a complete
local survey of the agricultural and related resources, in order to
identify "training possibilities." Making the point that since this
community is where students are, that is where training should be
conducted, he referred to secondary school students' needs exclusively.
However, the same types, or closely related needs are also present
for adults and out-of—school youth. Binkley indicated that once the
training had been provided in the local community, the former students

59 .
could move to where jobs exist. He did not, due to the restricted

 

S7Harold Binkley, "Diversified and Individualized Instruc-

tional Programs in Agri-business" (paper presented at the Central
States Seminar in Agri-business Education, Chicago, Illinois,
February 9, 1971), p. l. (MimeOgraphed.)

5811314., p. 2. 5911111, p. 3.

42

topic being discussed, even imply that jobs might be provided locally,
if training programs meeting the needs of all community residents were
provided.

In his concluding remarks, Dr. Binkley stated:

Obviously, as a professional group of teacher educators,
supervisors, and teachers we have a long way to go. We must
prepare teachers to manage_the a ricultural resources of the
community in developing and operating individualized instruc-
tional programs; we must develop instructional materials which
will meet the diverSity of agricultural occupations in the
various communities; and we must sharpen our concepts and under-
standings as to where the training leads to.60

 

In reviewing literature on the tepic of citizen participation
in educational planning McKinney cited references to Specific involve-
ment in advisory, administrative, and policy making capacities by local
citizens from early days in the evolution of schooling in the United
States. Specific references to vocational education citizen partici-
pation were identified which date back to 1911. An early Vocational
Education Law approved in Indiana in 1913 made specific reference to
the duties of citizens advisory committees consisting of representa-
tives of trades, industries and occupations, as consultants and
advisers to those who managed and supervised the schools.

McKinney stated an assumption which underlies one of the basic
premises of this study--that private, local citizens are interested
and willing to take part in educational planning and management.

Without question laymen are interested in their school. Their

willingness to help in the performance of the educational

process has been demonstrated.many times. Local school officials
should find this a most desirable situation. If we accept the

60Ibid., p. 9.

43

fact that public schools owe their origin to the public it
quickly becomes evident that schools need the confidence of
the public they represent.61

The need for lay participation in vocational education manage-

ment was recognized by the American Vocational Association (A.V.A.) in

the following statement:

training young people and adults is a COOperative
undertaking shared by the School and the community. In order
to carry its share of the burden, the school must know what the
people need and want--and before the people can support the work of
the school, they must know what is being done.

Adding support for Citizen Advisory Committee use in Vocational
Education Programs, Shoemaker stated that " . . . involvement of a
community in vocational education is not just a nice gesture; it is a
matter of life and death to a sound program."63

Hull concurred with this comment, " . . . it is when citizens
eliminate educators or when educators eliminate citizens that the
real mistakes in educational planning are made."64

The importance of lay participation was noted by the Committee

of 14 of the New York Metropolitan School Study Council when it stated:

 

61Floyd Lee McKinney, "Citizens Perceptions and Professional
Education Expectations Regarding the Vocational Citizens Advisory
Committee" (unpublished Ph.D. dissertation, Michigan State
University, 1969), p. 14.

62Vocational Advisory Committees (Washington, D.C.: American
Vocational Association, 1950), p. .

63Byrl Shoemaker, "Involving the Community in Needs Studies
and Pregram Development," The National Association of Secondary_
School Principals"Bulletin, XLIX (May, 1965), 113.

64J. H. Hull, "Help the Board's Advisory Committee Know Its
Place," School Executive, LXXIII (June, 1954), 62.

44

There is mounting evidence to show that wherever schools
have drawn the public into processes of planning, policy
formation, discussion of objectives and methods to meet
those objectives, such schools have been superior to what
otherwise might have been expected.“5
There is general agreement by education leaders throughout the nation
that use of citizens (laymen) on advisory councils or committees is

an advisable practice.

Adding ideas from other educational disciplines when planning

agricultural education prOgrams has been recommended earlier.66

Since
many of the non-farm agribusinesses in rural communities are also
served by distributive education programs, it is IOgical to adopt or
adapt ideas found to be useful in D.E. programs when planning agri-
cultural education offerings for non-farm agribusiness personnel.

Peck and Denman, in reporting results of their study con-
cerning opinions of businessmen about the relative importance of
subject matter for training programs for their employees included

the following:

The general subject areas of greatest importance in
marketing and distribution type jobs are job and product
knowledge, human relations, personal characteristics (excluding
human relations), communications, and mathematics. In addition,
there are 2 specific subjects of great importance: salesmanship
and internal organization relations.67

 

6SNorton Beach, Public Action for Powerful Schools (New York:

Metropolitan School Study COuncil, 1949), p.460.

66See page 31 for a quotation from Bulletin No. 2151 by the
Michigan Department of Education.

67Charles E. Peck and F. L. Denman, Survey to Determine
Apprepriate Occgpational Programs in the Field of Distributive and
Marketin at Various Levels of Education, Final Report, Vol. I:'Rela-

tive Impertance andPreparation for Distributive Education Sub'ect
Area (SEattle: Washington University, January, 1968), p. 87.

45

It is interesting to note that, even for the lower levels of
jobs being considered, such areas within the management function as
"human relations," "communications" and "internal organization
relations" were considered among those of greatest importance.

Participation in record analysis, and interpretation training
programs, has been available to farm managers in several states for
many years through public supported programs. Some have been under
land grant college extension programs, while others have been
developed with vocational and/or veterans Institutional On-the-Farm
Training (I.O.F.) program involvement. In studying one of these
programs, Persons and Swanson cited Cvancara who evaluated the
economic effects of enrollment of a farm family in an adult farm
management program. Reporting on thirty-three matched pairs of
participants and non-participants, he noted that increased cash income
accrued at an increase rate of about $500 for each year of partici-
pation in the adult farm management program.68

In their reference to Cvancara's work, Persons and Swanson
stated:

Although the small number of farms studied limits the

usefulness of the report, it is the first significant
research which strikes at the micro-economic aspects of
the educational investment.

In brief, the study showed that participation in adult
education was Still another way to increase income. Because

 

68Joseph G. Cvancara, "Input-Output Relationships Among

Selected Intellectual Investments in Agriculture" (unpublished

Ph.D. dissertation, University of Minnesota, 1964), as cited by Edgar A.
Persons and Gordon I. Swanson, Educational Restrictions to Agri-
cultural Success and the Relationship of Education to Income

I355; Farmers (Minneapolis: Uhiversity 6? Minnesota, 1966), p. 10.

 

46

of the high dollar return to the cooperator, one can assume
that this type of instruction was a profitable input.69

In their study involving Institutional On-Farm Training
prOgramS for Minnesota veterans of military service, Persons and
Swanson made the following Statement:

. . findings in this study, suggests that it is probable
that the length of time a veteran was enrolled had a positive
effect upon income. The passage of time since training was
discontinued has nullified any marginal gain in income poten-
tial caused by the longer training periods. The evidence
points to the fact that there is a constant need for con—
tinuing programs of instruction when the subjects have had
little formal schooling, and particularly in an industry that
is marked by rapid upward changes in productivity promoted
by a rapidly expanding pool of technolOgical information. . .
Attention should be focused on adult instruction as a means
of improving farm incomes for those who have had little prior
educational opportunity, and for constantly upgrading the
competencies and Skills of those who have had more extensive
vocational training. It is feasible that the adult education
programs most economically suited to improve income will be
geared in part to the prior training the participant has
received.7

Persons and Swanson suggested that an instructional program,
"similar in design to the I.O.F.T. program as exemplified by the
Minnesota Farm Management Program in vocational agriculture," may
serve as a model for intensive education needed to supplement a
limited formal school background or a lack of preparation in entre-
. . 71
prenurial skills.

In relation to a similar program for non-veterans as well as

veterans who chose to participate, in a study of the economic cost-

benefits of a farm business and resource management instructional

 

691bid. 701bid., pp. 109-10. 7llbid., p. 110.

47

prOgram involving 3,518 business records from 1959 through 1965, the

following was revealed by Persons and others:

(1)

(2)

(3)

(4)

(5)

Farmers involved in the type of business record analysis
and business management instruction program under study,
can be expected to realize about four dollars in labor

earnings for each dollar invested in education;

About 2:1 is the ratio of benefits to the community as an
aggregate rise in farm labor earnings when the community
aggregate cost was considered. Where the cost included
farm sales as a measure of business activity the ratio

was 9:1;

Diminishing marginal return effects were observable in

educational investments;

There were irregular rates of increases in returns from

year to year, over the eight years studied;

A well organized, goal directed and "highly structured"
prOgram of instruction in farm business management proved

to be an effective and profitable investment.

Only tangible, direct benefits of measurable financial nature

were included. If the improved tax base, and non-monetary influences

on the participants, and indirectly upon the community were to be

included, the benefits would be much greater than reported.

The following Opinion expresses the authors' enthusiasm for

the program: "The results indicate that no agricultural community can

48

afford to be without an educational input that will yield as high
a return on the investment as is demonstrated in this analysis."72

In another approach to evaluate the effects of education of
farmers on economic returns, Rolloff used two criteria to establish
significant measures of economic efficiency; (1) usual measures of farm
business management efficiency, and (2) variables judged by experts
as significant for success. The variables used were: gross income,
net worth, net margin, operating ratio, overhead ratio, gross income
per $1,000 invested, net farm income per $1,000 invested, gross
income per man equivalent, and productive man work units per man
equivalent.

Class time, farm management consultation at the school, and
on-farm instruction were used as a basis for determining educational
inputs. These were regularly reported by teachers, judged by experts
as being potent variables, and could be assigned monetary values per
unit.73

Rather than dealing with techniques and concepts or competencies
required for success, outcomes in economic returns were measured.

Since other values and standards besides productivity per man work

unit, and financial gain often enter into managerial decision making,

 

72Edgar A. Persons and others, Investments in Education for
Farmers: Summary of an Economic Study of the Investment Effects of
Education in Agriculture (St. Paul: University of Minnesota, 19637,
p. ii.

73John A. Rolloff, The Development of a Model Design to
Assess Instruction in Terms of Economic Returns and the Understanding
_Qf Economic Principles (unpublished Ph.D. dissertation, The Ohio
State University, 1966), p. 43. (ED 024 806)

 

49

these measures are only part of the measurement of success of manage-
ment. No determination was made relative to what managerial practices
resulted in the outcomes used as measures of success. This study

again apparently ignored the major concept, that knowledge of attitudes
about, and ability to use combinations of many managerial concepts
result in economic success. Which of those many managerial concepts
and/or competencies are most important, or essential for the successful
achievement of economic goals and objectives was still undetermined,

as were those required for achievement of other goals and objectives

of non-economic nature.

Coming closer to the identification of specific concepts and/or
competencies required for successful management, Orley Gunderson and
others found that:

Managers needed high levels of competency in the competency

factors of business management and economics, and employee
traits and job reSponsibilities. Medium levels of competency
were needed in the competency factors of plant science, animal
science, repair and maintenance of facilities and equipment,
feed and seed sales and service, and office skills and
practices. A low level of competency was needed in the
competency factor of agricultural mechanics.74

Inan attempt to identify sources of training for employees,
Gunderson and others reported:

Store managers of cooperative agricultural supplies stores

indicated that regional Specialists in agricultural mechanics,

livestock feeds, fertilizer, seed and agricultural chemicals
held formal product knowledge and sales skills classes at

 

74Orley Gunderson and others, An Analysis of Occupational

Titles and Competencies Needed in Off-FarmAgpiculturEl Supplies
Businesses,ETeacher Education RESearch Series, V’l. 7jiNo. 2
(Harrisburg: Pennsylvania State Department of Public Instruction,
June, 1966), pp. 58-59.

SO

intervals throughout the entire year and usually gave informal
instruction during their weekly, bi-weekly, or monthly visits.
Employees were also found to be receiving on-the-job training
from the store manager and/or production manager. Various
employees were sent to special product knowledge and sales
skills courses conducted by the cooperative stores head-
quarters. The special courses ranged in length from one day
for truck drivers to a week or several weeks for managers,
fieldmen, and salesmen. Employees were also encouraged to
attend cooperative extension meetings that were pertinent to
their occupational duties.7S

Whereas the above study was an initial start towards identi-
fying specific: competency areas within the management function, as
a basis for teacher education, it was in fact only a beginning.

Broad areas were determined to be of relative importance, but specific
concepts within those areas were not studied in detail. Furthermore,
this study was restricted to a limited type of agribusiness, and is
not generalizable to any and all types of Michigan's small, rural
agribusinesses.

In a study of four high school districts in Pinal County,
Arizona, agricultural business management competencies were feund to
be needed by 25 percent or more of respondents in specific selected
job titles including not only normally considered managerial positions
but such jobs as farm equipment and supply salesmen, farm supply plant

worker, fertilizer and insecticide salesmen, farm equipment servicemen,

ginner, cowboy, and ditch rider.76

 

7slbid., p. 71.

76James B. Hamilton and others, Occupational Opportunities and

Trainin Needs for A ricultural Emplpyment in Selected Areas 0
Arizona, Report 262 iTucson: Agricultural Experiment Statibn,
Ufiiversity of Arizona, 1970), p. 26.

 

 

51

When clustered according to desired Educational Level by
employers, 7 of the Manager-Foreman Cluster were desired with less
than high school graduate, 144 with high school graduate, and 141 with
more than high school graduate levels of training for initial employ-
ment at that specific job.77 This appears to be a clear indication
that management training is needed at both secondary and post-secondary
levels. Nearly one—fourth of the full-time agricultural employees in
the county were in one or more of the owner-manager, manager or
foreman levels of employment.78 It should be noted, however, that this
Study did not include all_job titles requiring agricultural
competencies—-merely those found in the four school districts studied.
Numerous job titles would undoubtedly be identified in other locations.
The fact that several job titles not normally considered as managerial
in nature required agricultural business management competencies
suggests that the potential clientele for training programs in agri-
business management might be substantially larger than those in
exclusively managerial jobs in any one community.

Although no one proposal, from any of the sources referred to
thus far may entirely fit a Specific local need (without adaptation),
many ideas from several of the cited sources may be applied in various
combinations to meet local needs. Since both preservice and in-

service training is obviously in need of some major changes in approach

 

77Ibid., p. 32. 781bid., p. 41.

52

to meet agribusiness educational needs of the future, no alternatives
which have any prospects of potential success should be overlooked.
If one concept doesn't appear to be useful for adults (in-service)
training, it may meet secondary school (preservice) training needs,
or vice versa.
MANAGEMENT FUNCTION APPROACH TO PLANNING
OCCUPATIONAL TRAINING
It is, evidently, only within very recent years that the
Function of Management as a separate discipline has been recognized

in agribusiness training programs. As late as 1969 Clark and others

reported that functions of industry had been defined "as the funda-

 

mental things that must be done somewhere in the industry in order

for the industry to survive." They listed processing, sales,

 

service, office practices, public relations, purchasing, transportation,
research, and maintenance.79 No mention of management, as such, was
made as a function of industry. Instead, six "major fields" one of
which was "managerial," were listed, into which agricultural supply—-
sales and service occupations could be grouped.80

However, in an earlier study, Clark and Meaders had referred

to the function approach, and their summary stated:

 

79Raymond M. Clark and others, Career Opportunities, Unit 1

(East Lansing: Michigan State University, 1969), p. 5.

 

801bid., p. 14.

53

. . . the function approach, with the lists of competencies

and knowledge, skill, and ability needed will better enable a
teacher to take each student "where he is and carry him as far
as possible up the ladder. . . ." Each individual will be better
able to fit into the world of work .

In their suggested "Next Steps" Clark and Meaders indicated:
. the function approach to identifying information
essential to curriculum develOpment for educational programs
serving non-farm agricultural businesses and industry is sound
and workable. . . . Further study of related agricultural
business or industry is needed to determine the functions that
are performed and the activities needed to perform the functions.
This will enable teachers and instructional material Specialists
to select content apprOpriate for the prOSpective employees in
the business without confining the training to the content of
any one of the traditional vocational areas. 32
Cooperation between other subject matter teachers with agri-
cultural teachers were suggested early in the report. In their
introduction, Clark and Meaders indicated a need for more than one
of the traditional areas of vocational education fields as well as
"general education" in training programs suited to training for
employment in modern agribusiness and industry.83
The general approach in the work of Mecham and McCormick is
one in which the validity of job requirements for any job would be

"built up" on the basis of data on the attribute requirements of the

individual job elements (or groups of elements) that are part of the

 

81Raymond M. Clark and 0. Donald Meaders, Function Approach
to Identifyin Curricular Content Appropriate to Vocational-
Technical_Education Programs (East Lansing: College of Education,
Michigan State University, March, 1968), p. 19.

 

 

 

82 83

Ibid., pp. 20-21. Ibid., p. l.

54

job.84 Thus, the concept of a function approach was evident, although

the terminology was different from that used by Clark and Meaders.

In 1966, in James Joseph Albracht's study, forty competencies
important to the performance of nine essential activities by sales
personnel in the feed industry were rated by a jury of experts. The
jury was composed of educator and industry sub-juries. Very little
disagreement between the sub-juries was found, with only fourteen out
of a possible 360 responses Significantly different in the opinions
of the sub-jury members. All those competencies rated as important by
50 percent or more of the jury members were considered to be "essen-
tial," while those competencies which were not rated as important by
50 percent or more of the jury members were considered not essential
to the performance of the designated activities. A yes or no response
was used as to whether or not an item was considered to be
important.85

William E. Gleason had in 1967 established the "function of
management" as one of four functions required in the operation of
Michigan farm implement retail businesses. Competencies and activities

within this management function were identified by persons in mana-

gerial positions as "essential" to the performance of the management

 

84Robert C. Mecham and Ernest J. McCormick, The Rated
Attribute Requirements of Job Elements in the Position Analysis
,Qgeetionnaire (Lafayette: Indiana Occupational ResearCh Center,
Purdue University, January, 1969), pp. 1-28. (VT 007 997)

85James Joseph Albracht, "A Process for Determining Vocational

Competencies for the Performance of Essential Activities by Sales
Personnel in the Feed Industry, and Loci at Which the Competencies
Could be Taught" (Unpublished Ph.D. dissertation, Michigan State
University, 1966), pp. l-137.

55

function.86 Thus, a precedent was established for identifying all
levels of need for or importance of various competencies, with those
of highest level being called "essential" by at least two researchers
in former works on agribusiness management.

Yagi and others87 established a model usable to develop a
taxonomy of vocational-industrial education objectives which would
provide a framework or structure for evaluating and comparing existing
programs and be useful in eventually establishing criteria for the
design and development of a radically different comprehensive curri-

culum. It is visualized in Figure 1.

Effective use of the taxonomy requires first, that objectives
be thought of in terms of functions, not content, and that they
be expressed in terms of behaviors in dealing with the environ-
ment. An appropriately stated objective implies the three
dimensions of the taxonomy, and is classifiable in one, and
only one, taxonomic category. Recent literature on the prepara-
tion of objectives, Mager (4) Mermon and Melching (5), and
Bloom (6) has drawn attention to the need to present them in
the proper terms. We feel that the taxonomy can be an aid in
this task by providing the necessary framework.

Secondly, the most effective use of the taxonomy depends
on an efficient weighting system. The taxonomy provides a
practical way of diSplaying the spread of objectives; but,
other than the number of objectives within a taxonomic cate-
gory, we find no efficient means of indicating depth, weight,
or relative importance. Perhaps it isn't necessary for a
classification system to become involved in depth. However,
without this dimension the system's usefulness is limited in
that it doesn't give enough information. For example, the
taxonomy might Show that a certain objective is covered in a

 

86William E. Gleason, "Functions of Industry Approach to

Curriculum for Vocational Education" (unpublished Ph.D. dissertation,
Michigan State University, 1967), p. 55.

87Kan Yagi and others, The Desi and Evaluation of Vocational
Technical Education Curricula Through Functional Joh’AnalySis, FinEI’
Raport (Washington: ’George WEShington UniverSity, August, 1968),
p. 2. (ED 023 913)

S6

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Figure 1
Inventing Synthe- Adminis- //////
4 Sizing tering
Counseling //////
no .
'E 1 Analyzing Analyzing Supervising ,
.3 3
g - Attitudes
n‘ -
“a
m Operating Manipu- Inter-
1§ 2 lating acting - Skills
0
a.)
Handling Storing Serving
1 Rece d' - Knowledge
r in
3 Individual
characteristics
Things Data People

(Activity Areas)

Three Dimensional Representation of Taxonomy.

Source: Kan Yagi and others, The Desi n and Evaluation of Vocational
Technical Education Curricula Throu hiFunctienEl Jab
Anal sis, Final REport (thhington: George Washington
Uhiversity, August, 1968), p. 2. (ED 023 913)

 

57

course. It would not Show that 40 percent of a student's time
would be consumed in achieving this objective due to its
importance. The advantage of this taxonomy, then, is that it
provides specific dimensions and categories on which to
determine a weighting system.

Finally, without measures or other indications of achieve-
ment of the objectives, the classification of objectives, or
even the specification of them, is meaningless. By the same
token, adequate measurement is difficult, if not impossible,
without some way of identifying and defining the behavioral
phenomena to be measured. The taxonomy can be a tremendous
aid to the delineation and identification of behaviors to be
measured.88

Although somewhat limiting, when applied to managerial level positions,
this model seems to have very desirable adaptability to the tasks of
identifying needs at different levels, in designing educational
programs.

Several people have at least made reference to (if they
didn't elaborate on) the concept of combining individuals from more
than one occupation in the same training program. Byram suggested
using a family of closely related agricultural occupations rather
than a Specific occupation as a basis for training program

development.89

Brandon and Evans suggested a broad field approach
to vocational preparation.90 Face, Plug, and Swanson, in their study

of American industry indicated orientation of training towards a broad

 

88Ibid., p. 18.

89Harold M. Byram, Guidance in A icultural Education
(Danville, 111.: The Interstate Printers ahd’Publishers, 1959),
pp. 14‘150

90George Brandon and Rupert Evans, "Research in Vocational
Education," Vocational Education, Sixty-fourth Yearbook of the
National Society fer the Study of Education (Chicago: University of
Chicago Press, 1965), p. 278.

S8

focus on an essential concept or function appears to be superior to a
narrow skill oriented approach for Specific industries.91 Clark and
Householder reported that the analysis of an industry by functions
and activities needed in performing functions serve as a satisfactory
basis for organizing training programs.92

In each of the foregone references, educators were the primary
investigators or authors and almost all of them were concentrating
on proposals for training at preservice, or in some cases low level
workers' in-service training programs. A few dealt with some aspects
of managerial success measures for a restricted type of manager group,
such as farm managers.

CONCEPT AND/OR COMPETENCY AREAS REQUIRED
FOR SUCCESSFUL MANAGEMENT

As discussed by several authors in the preceding section, "the
management function" is made up of many interacting concepts. Although
there are certain concepts which involve more than one specific sensi-
tivity in relationship to people, things or other ideas or concepts,
many can be placed within certain broad categories.

In an article on communications, Borosage identified the

following "elements" or "sensitivity areas" within communications

 

91Wesley L. Face, Eugene R. F. Plug, and Robert S. Swanson,

"A Conceptional Approach to the Study of American Industry," The
American Vocational Journal [AVA; Washington, D.C.], XL, No. 3
81‘ , , " a

92Raymond Clark and William Householder, "Important Areas of

Non-Farm Agricultural Occupations," The A ricultural Education
Magazine [Danvi11e, 111.], XXXVII, No. anuary, 1965), 169-70.

 

59

involved in administration or management of an organization: goals
and objectives, means or planning, role definition, atmOSphere or
climate, participation, individual differences or heterogeneity, social
control, human relations, size, change, standards, and evaluation.93
Numerous authors have incorporated many thoughts on various
areas which have been included in the above framework. Meaders and
Ferguson identified those considered by Expert Managers and Professional
Management Educators as required for their success relative to small,
rural agribusiness management. They may be found in the companion
report by O. D. Meaders and Gordon E. Ferguson derived from the study
this dissertation is based upon. Those required areas also appear as

Appendix E.
SUMMARY

Much work and a great deal of writing has been done on the
subject of organizations, and eSpecially large businesses. However,
relatively little, in preportion to that found on large industrial
types of organizations, has been identified which pertains directly to
small, rural agribusinesses. Rather sketchy inferences to the effect
that basic differences exist between small and large businesses as to
the behavior of managerial personnel, and a few studies that skirt
around the central theme of this study were located in the writings
of others. Many studies have been conducted in preparation for making

suggestions for preservice and in-service training for potential entry

 

93Lawrence Borosage, "A Basis for Viewing Communication," The
National Elementary Principal, XLI, No. 7 (May, 1962), 6-12.

 

60

level workers and employees of agribusinesses at or near entry levels.
Practically no studies, other than for general farm management have
been aimed at general management principles applicable to all types of
small, rural agribusinesses.

Rural communities contain most of the nations' businesses, and
control a majority of the nations' natural resources. Many small
businesses fail annually. Over 90 percent of those failures are due to
poor management.

While numbers of people, and percentages of the total popula-
tion employed in production agriculture will decrease during the next
decade, both numbers and percentages of the population will be increas-
ing in service-producing industries. Changes in educational offerings
will be required to cope with changing manpower needs. Educators from
several disciplines will need to pool their experience, and work with
one another to help to identify, and provide needed educational pro-
grams for all levels of responsibility--not the least of which is
managerial, and proprietorial--for all types of businesses, wherever
they exist. Although the major burden of responsibility for developing
and altering educational programs may rest on the Shoulders of educa—
tors, they alone cannot, and Should not be left with the total reSponsi-
bility. Contributions must be made by laymen, having special insights
(not Shared by outsiders), into problems and their solutions within
their own areas of specialty. There is ample evidence that policies
have been established, at both national and state levels, that
provide the basis for local education planning to be done jointly

by educators and laymen.

61

Programs must, if they are to meet the mandatory Standards for
federal and state financial support, provide suitable training for
all people at all ages, in whatever areas of occupational or career
education individual needs, interests, and abilities lead them. To
accomplish these sweeping national educational goals, no segment of
our society can be ignored. This is especially true in Michigan,
where virtually nothing has been done in the agribusiness management
area.

Research has shown that adult education especially in agri-
cultural (farm) management is a profitable use of resources. Other
research has shown that certain types of adult education, such as
skill development in landscape gardening, no matter how long the person
is employed, ever repays the cost of education. Also, there is evi-
dence that employability is not assured through providing people with
saleable skills. Job Opportunities must be available. Rural develOp-
ment, and the retention or expansion of employment opportunities in
rural areas rests with the retention and expansion of rural agri-
businesses. This in turn, can only be accomplished through the
efforts of highly competent small, rural agribusiness managers, who
have the required knowledge, skills, and attitudes plus access to
ancillary services, such as computerized business analysis, and
assistance in interpretations of such aids.

Educational programs, and ancillary services must be provided
to up-date, and up-grade presently functional small, rural agribusiness
managers, and to provide suitably prepared replacements, and additions

to the existing managerial personnel through preservice training.

62

Past work by various researchers has evolved an approach to
identifying educational program needs, through what is coming to be
known as "the Functions of Industry approach." Management has been
isolated as one function within the organization of businesses.
Competencies and activities within the management function have been
identified for one specific type of agribusiness in Michigan. However,
those involved in this task were city based employees of large indus-
trial manufacturing businesses, rather than small, rural agribusiness
managers. Restriction to farm implement retail businesses left this
study with too limited a potential clientele to be readily usable for
developing widespread educational programs. Furthermore, items
identified were couched in terms which if not unique to one industry
were at best, very restricted in nature.

A model was, however, developed by another group of researchers,
which lends itself to the task of identifying the levels of various
educational objectives, which can be applied to educationcmispecific
topics or concepts within the management function. Although designed
for use in a more general application, slight adaptation may make it
very useful fer this Specific Situation. Perhaps more correctly
stated, the use of identified levels of importance of future education
about Specific items as proposed in this study may add the dimension
of depth to the model Yagi and others created, but recognized to be
lacking a weighting system.

Several authors have referred to the mixing of individuals

from closely related occupations in a cluster pattern, based upon

63

mutual educational needs. Rather than training prOgramS aimed at one
Specific job, a cluster of competencies, usable in several different
occupations is gaining favor as a basis for developing practical
educational offerings.

The breaking down of an industry into various functions
performed has been a practice in business organization, and is being
used also as a basis for educational programs aimed at the preparation
of individuals for performing these functions. The management func-
tion, as separated out from other functions within an organization,
has been broken down into parts. These parts have been referred to as
"sensitivity areas" within communications. More inclusive than
"sensitivity areas," the term "component areas" has been used to
include concepts and/or competencies required for successful
management. They have been isolated from studies and writings
primarily concerned with big business, or large organizations. Areas
include: Goals and Objectives, Planning, Role Definition, Atmosphere,
Participation, Individual Differences, Social Control, Communications,
Human Relations, Size, Change, Standards, and Evaluation. Within each
component area several concept and/or competency items have been
identified as required for success relative to small, rural agri-

business management. They are located in Appendix E.

3'"

p

CHAPTER III

DESIGN OF THE STUDY

The design and methodOIOgy used to determine the degree of
importance of required concept and/or competency areas, and future
training about those areas, as perceived by five groups of people for
performing their respective roles relative to small, rural agribusiness
management are discussed in this chapter. The chapter consists of

the following parts: ngulation and Sample Selection, Designing

 

the Infermation Collection Instrument, Procedure for Infermation

 

Collection, Information Treatment and Analysis, and a Summary.
POPULATION AND SAMPLE SELECTION

Identifying_the Population

 

In order to limit and identify the population for this study,
a definition of "small, rural, agribusiness" was required. To begin
to define this group of businesses a definition of "small business"
was located in a Small Business Administration publication entitled

SBA Business Loans for Small Firms.

 

For business loan purposes, SBA defines a small business
as one that is independently owned and operated and nondominant
in its field and that meets more detailed standards developed
by the agency. These generally are as fellows:

64

65

A manufacturing concern is considered small if its
average employment in the preceding four calendar quarters
was 250 or fewer persons, including employees of affiliates,
and is considered large if its average employment in this
period was more than 1,000 persons. If its average employment
was more than 250 but not more than 1,000 persons, it may be
considered either small or large, depending on the employment
size Standard SBA has developed for its particular industry.

A wholesale concern is classified as small if its yearly
sales are $5 million or less.

Most retail businesses and service trades are considered
small if their annual receipts do not exceed $1 million.

Because these standards are of a general nature, the
small business owner Should consult the nearest SBA field
office . . . to learn if a specific standard has been
established for his type of business.

The form of organization of a business--that is,
whether it is a proprietorship, partnership, corporation,
or other form of business enterprise--has no bearing on the
question of whether it qualifies as a small business.

Furthermore, the fact that a business is a subsidiary or
affiliate of another concern or group of concerns or is
itself a parent corporation having subsidiaries does not
necessarily disqualify it from consideration for an SBA
loan—othe test is whether the entire group of businesses,
considered as a unit, meets the small business standards.1

To restrict the population to rural settings, the U.S. Census
definition of "rural" has been used:

According to the definition adopted for use in the 1960
Census, the urban population comprises all persons living
in (a) places of 2,500 inhabitants or more incorporated as
cities, boroughs, villages, and towns . . .; (b) the densely
settled urban fringe, whether incorporated or unincorporated
of urbanized areas . . . (d) counties in States other than the
New England States, New Jersey, and Pennsylvania that have
no incorporated municipalities within their boundaries and
have a density of 1,500 persons or more per square mile; and
(e) unincorporated places of 2,500 inhabitants or more . .

In all definitions, the population not classified as
urban constitutes the rural population.2

 

1U.S., Small Business Administration, SBA Business Loans for
Small Firms (Washington, D.C.: Government Printing Office, 1932), p.6.

2U.S., Bureau of the Census, U.S. Census of P ulation: 1960
Number of Inhabitants, Michi an, Final Report FCIIS 23E (Wasfliington,
D.C.: Government Printing O ice, 1961), p. 24-2.

 

66

At the National Committee for the DevelOpment of Vocational
Agribusiness and Natural Resource Occupations meeting in Washington,
D.C., April 1 and 2, 1971, the following definition of agribusiness
was developed:

A combination of the producing Operations of a farm, and,
in varying degrees, the service associated with them; the
manufacturing and distribution of farm equipment, fertilizers
and supplies; the processing, storage, marketing and distribu-
tion of farm commodities including food and fiber; and the
conservation, preservation, and use of renewable natural
resources.

GeOgraphic and occupational considerations. The population
studied consisted of five groups of individuals: Expert Managers,
Other Managers, Professional Management Educators, Agricultural
Teachers, and Other Professional Workers. All were directly
involved in management of, or teaching management concepts to
managers of small, rural agribusinesses. The vast majority of
the population resided and/or worked in either Allegan or Branch
county. One group--Professional Management EducatorS--worked
primarily on the Michigan State University campus in East Lansing.

Small geographic areas, relatively close together, yet con-
taining adequate numbers of a wide variety of types of farmers and
correspondingly varied types of non-farm, small, rural agribusinesses
were deemed necessary to achieve the purpose and objectives of the

study. The two rural areas selected had several small villages but

no large metropolitan centers within them. Michigan State University,

 

UAgricultural Education, the Department of Practical Arts
and Vocational-Technical Education," Missouri A ricultural Education
Bulletin [Columb1a: UniverSity of Missouri], KRIV, No. 4 (15715,

 

67

situated in the Lansing metropolitan area, was utilized as a source
of Professional Management Educators due to the lack of adequate
numbers of such individuals in the two rural counties selected.

By comparing agricultural county data, a group of eight
potential counties were chosen for close scrutiny. The numbers of
farms of various types in each county were identified. In addition
more details related to sale of creps, animals and animal products,
as well as educational levels achieved by farmers were secured.4

From comparisons of that information, it was decided that
Allegan and Branch counties would be used. They included what were
considered adequate numbers of desired types of individual businesses.
Table 2 provides comparative information on the two counties. Branch
County, being in the general livestock and corn type of farming area,
provided diversified agricultural production units. Suitable numbers
of specialty dairy, field crops, general, cattle, hog, and sheep farms,
with acceptable numbers of farms producing forest products were
included.

Allegan County also had adequate numbers of above-mentioned
types of farms, with the exception of sheep and lamb production units.
Allegan County had a large number of poultry, fruit tree and/or

grape producing units as well as vegetable producers. Although

 

4U.S., Bureau of the Census, Census of A riculture, 1964:
Spatistics;£or the State and Counties Michi an, Vol. I (Washington:
Government Printing Office, 1967); W. T. Wright, Agricultural Trends

in Michi an by Crop Reporting Districts and T es of Farmin Areas,
1949-1965, Agricultural Economics Department Report Bl (East Lansing:
Michigan State University, 1967); and W. T. Wright and D. A. Caul,
Michi an's A riculture: Its Income, Ma'or Products Location and

Ch 195g

an es, -64, Extension Bulletin 5 2 (East Lansing: Michigan
State University, 1967).

 

 

TCFGSS

Fri-IFSF

68

Table 2. Selected Agriculture Data for Allegan and Branch Counties
and Michigan, 1964

 

 

 

 

Information Items Allegan Branch State
County County
Number

Total farms 2,666 1,734 93,504
Commercial farms 1,724 1,117 60,187
Field crOp farms 168 329 ~-
General farms 125 114 --
Specialty dairy farms 592 381 --
Specialty cattle, hog, and

sheep farms 268 238 --
Farms selling cattle 1,144 727 ~-
Farms selling hogs and pigs 603 587 --
Farms selling Sheep and lambs 63 166 --
Specialty poultry farms 261 25 --
Farms reporting tree fruit,

grape and nut sales 322 46 —-
Specialty fruit farms 204 -- --
Nursery and greenhouses 51 16 --
Farms reporting vegetable sales 211 17 --
Farms reporting $500 or more

in recreation income 9 5 --
Farms reporting forestry

production sales 188 184 --

Percent

 

Farmers completing 8 years

or less schooling 54 35 46
Farmers completing l to

4 years of high school 38 55 46
Farmers at college one or

more years 8 10 8

 

Sguzggg; U.S., Bureau of the Census, Census of Agriculture, 1964:
Statistics for the State and Counties, Michi an, Vol. I
(Washington: Government Printing Office, 19é7); W. T.
Wright, Agricultural Trends in Michigan by Greg Reporting
Districts and Types of Farming Areas, 1949-196 , Agricultural
EconomiES Department Report 81 (East Lansing: Michigan
State University, 1967); and W. T. Wright and D. A. Caul,
Michi an's Agriculture: Its Income, Major Products Location
and Ch

anggsl 1959:64, Extension Bulletin 582 (EEEt Lansing:
c gan tate versity, 1967).

 

69

neither of the two Selected counties had large numbers of recreation
farms, some recreational agribusinesses were located in both counties.
Thus nearly all types of farms common throughout Michigan were located

in these two counties.

Education levels. Another factor considered in population

 

selection was the amount of formal education individuals could be
expected to have received. The rural, small agribusiness manager
portion of the population was selected partly because of their Simi-
larity in educational levels to state averages for similar individuals.
Non-managerial participants were, except for the Other Professional
Agricultural Workers, selected according to criteria requiring at
least a baccalaureate degree.

As shown in Table 2, the farmers completing eight or less
years of schooling in Allegan County made up a higher percent (54)
and Branch County a lower percent (35) than the state as a whole (46).
Farmers completing from one to four years of high school made up a
lower percent (38) in Allegan, and a higher percent (55) in Branch
County than the state as a whole (46). Farmers who attended college
one or more years were the same percent (8) in Allegan County and
the state as a whole. Of those who attended one or more years of
college, Branch County had a larger percent (10) than the state (8).
frhus within the two counties, the levels of education of farmers

appeared to be very close to state averages.

Managers. In order to limit the types of individuals from
the small, rural agribusinesses to managerial personnel, a definition

was required .

70

Mondart and others defined "manager" as:

MANAGER, Job Description

 

This jOB’title’i§iindicative of employees who direct and
supervise personnel in attaining operational goals of an
organization or department as established by management.
Many other titles, such as department head, chief, leader,
boss, superintendent, owner-manager, and some cases
presidents, are synonymous with managers. A variety of
manager titles exist, but primarily the job, whether it is
a sales manager or shop manager, is practically the same.
Classifications are made according to type of work performed
and/or the department managed.5

An attempt was made to involve managers in this study who

employed at least 40 percent of their business resources in specific

types of agribusinesses. The following categories were used:

A. Managers of;production units

 

 

1. General production agribusinesses (farms where three or
more enterprises were included, with none utilizing more
than 40 percent of the business resources)

2. Dairy farms 7. Orchard, fruit and/or nut

farms

3. Field crop farms

8. Poultry farms
4. Forestry management
9. Recreation agribusiness
5. Meat animal farms
10. Truck (vegetable) crop farms
6. Nurseries and/or
greenhouses
5

D. L. Mondart, Jr. and others, Selected Job Title

Description for Non-Farm A icultural Jobs in Louisiana (Baton
Rouge: Louisiana State University, 1967), p. 11. (EDTIQ 483)

71

8. Managers of supportive agribusinesses
1. General supportive units (where two or more of the follow—
ing were included)
2. Crop marketing
3. Crop production materials and/or service suppliers
4. Livestock marketing

5. Livestock production materials and/or services suppliers

Management educators. In addition to managers, the study
included management educators (who devoted 25 percent or more of their
time to education activities for agribusiness managers). These
included professional management educators (who were at least part-time
extension workers specialized in training people for management of
one or more types of agribusinesses identified above), agricultural
teachers (including county extension service employees and vocational
agriculture teachers); as well as a group called other professional
agricultural workers who required agricultural competencies for their
jobs and either formally or informally educated agribusiness managers

for management.6

Jury of Experts and Sample Selection

Identifying the people to be studied within the selected
geographic areas called for procedures which would clearly delimit the
types of individuals. No accurate complete lists of such persons

existed from which to draw a sample. Familiarity with the areas to be

 

6See pages 7-11 for more complete definitions of these
groqus.

72

studied was needed to identify managers and other personnel. Time
and financial limits prohibited a total population investigation,
even within the restricted geographic areas, to identify all Specific
individuals who met the criteria for inclusion in the population to
be studied. Therefore a procedure was used in Allegan and Branch
counties which relied upon the accumulated or conglomerate knowledge
of key community agricultural leaders. Although the exact numbers

of various types of Specific individuals was never determined, a wide
variety of types of individuals was selected to serve on the jury of
experts or in the sample. The following procedures were used:

A. Three Vocational Agriculture teachers and the County Extension
Service Director employed in each county were identified. They
were contacted first by phone, and later by a letter of intro-
duction.7 Each one was asked to identify two other leaders
considered to be knowledgeable about large numbers of residents
of the county in which they worked, and who might be capable
of and willing to identify the most successful or "expert"
representatives of each group of managers, such as dairy

farmers and crop marketing business managers.

B. The resulting group of twelve people, including the
originally contacted four, plus the two each of them named,
were asked to assist in identification of potential partici-

pants in the study.

 

7An example of the letter is reproduced in Appendix A.

73

Instructions8 and forms were provided to each of the county
leaders, upon which they were asked to provide the desired
names, as well as addresses and phone numbers of each person
named. They were asked to identify up to three managers from
each of the fifteen types of agribusinesses listed on pages

70 and 71. Those named were to be perceived by the person
identifying others as the most successful or "expert" managers
in their respective types of businesses. Ten of the twelve
asked in each county responded to the request by providing
the lists of managers. Two people in each county did not

provide such lists.

Each of the ten individuals who provided lists was given a
packet of Stamped, addressed envelopes, and letters of invita-
tion to attend any one of a series of meetings to be held in
mid-February 1971. Each letter was to be co-signed by the
local person who named the "experts" along with the project

leaders, and then mailed to selected individuals.9

Those who attended one of these series of meetings were given
instructions and requested to complete a preliminary draft of
an instrument as a part of the process of developing the final

draft to be used later. Each person was asked to reSpond to

 

8See Appendix B for these instructions.

9See Appendix C for a sample letter.

74

all items. In addition, they were asked to make suggestions
for additional items, alterations and/or deletions considered

beneficial to the design of the instrument.

Following the first series of group interview meetings,
thirty-one individuals who met the criteria established for
qualification as "expert managers" of small, rural agribusi-
nesses were identified. To qualify as an "expert" on agri-
cultural, and business managerial competency areas needed by

agribusiness managers, the following criteria were met:

1. Employed in managerial capacity by a small, rural
agribusiness at the time of selection.

2. Responsibilities included performance of managerial duties
at or above the medium managerial level, if in a multi-
level organization.

3. A minimum of ten years of experience gained as an employee
(or self employed) in agribusiness, at least five of
which include major managerial reSponsibilities, and the
last two or more years were within the organization where
presently employed.

4. Be identified by three or more out of ten agribusiness
management educators, financiers, other business managers,
and/or peers who work in the county surveyed, when asked
to identify two or three managers in the county whom

they considered to be "the most successful managers"

75

within each type of agribusiness, based upon the indi-
viduals' standards for success.

5. Each manager identified by the preceding four criteria
should have at least rated himself as "successful" in
both "personal" and "business management achievement."
This self-evaluation should have been based upon whatever
standards and measures of success each individual deemed
important and relevant to his own situation. The alterna-
tive responses for this self-evaluation were: "very
successful," "successful," "unsuccessful," and ”very

unsuccessful."

Table 3 shows a breakdown of the numbers of managers on the
jury of experts involved in each category of agribusinesses. With the
exception of recreation, all types of agribusinesses were represented
by at least one Expert Manager. For more details about the Expert
Managers as well as Professional Management Educators who served on
the jury of experts refer to the companion report by Meaders and
Ferguson, which was prepared simultaneously with this dissertation
from the same study.

To qualify as an "expert" Professional Management Educator,

the following criteria were met:

A. Employed part-time (at least 25%) at the time of selection,
and for the immediately preceding three years or longer,

as an agribusiness management teacher of adult students.

76

Table 3. Numbers of Managers on the Jury of Experts Involved with
Each Production and Supportive Type of Agribusiness.

 

 

Production agribusinesses No. Supportive agribusinesses No.
General production (3 or General supportive ( 2 or
more enterprises) 4 more of those below) 5
Dairy farms 7 Crop marketing 3
Cash field crap farms 9 Crop production materials
and/or service supplier 2
Forestry management 1
Livestock marketing 1
Meat animal farms 4
Livestock production
Nursery and/or greenhouses 2 materials and/or
service supplier l
Orchard, fruit and/or
nut farms 2
Poultry farms 3
Recreation agribusiness 0

Truck (vegetable) farm 1

 

77

(18 years old or older) who are employed in jobs which
require major duties in the areas of agribusiness management.
Be partially employed as an educator of agribusiness
teachers-—who conduct preservice or in-service training for
those individuals who are present or prOSpective agribusiness

management advisers or instructors.

B. Have had a minimum of a Bachelor's degree at an institution
of higher learning, including at least a minor in no less
than two of the three areas, agriculture, education, and

business management.

C. Have had at least three years of first-hand experience as
an employee or self-employed, other than in an educational

capacity, in at least one agribusiness.

D. Be identified by one of his superiors within the organization
by which he is employed, as an expert in the field of

agribusiness management instruction.

E. Given four choices for a forced response including "very
successful," "successful," "unsuccessful," and "very
unsuccessful," each Professional Management Educator should
at least rate his own instruction as "successful" when asked:
"Using your own standards and measures of success, how
successful are you in your agribusiness management instruction

efforts?"

The group of twelve professional management educators selected

to serve on the jury of experts met all of the criteria. They were

78

identified by the Michigan State University Extension Service
Personnel Director as being, in his opinion, experts in their
respective fields. They were all joint appointees having direct
managerial advisory contacts with practicing small, rural agribusiness
managers, and also teaching management to present or prOSpective
agriculture teachers and/or county extension personnel.

Table 4 shows a breakdown by numbers who worked with different
types of agribusinesses. All production agribusiness types of
managers were dealt with by at least one professional management
educator. A soil specialist and a crop marketing Specialist both
indicated that some work was done by them with nursery and/or green-
house managers, although they considered their major role as being
consultants to general production agribusiness managers. As in the
case with general production, several individuals worked with more
than one type of supportive agribusiness. Thus, although Table 4
doesn't indicate any dealing with crop or livestock production
materials and/or service suppliers, or livestock marketing agri-
business managers, there was in fact at least one or more who dealt
with each type of supportive agribusiness. More details are

available in the companion report by Meaders and Ferguson.

Sample selection. As Stated earlier, creation of an accurate

 

list of the pOpulation was not practical within the time and financial

limitations for the project reported upon. The selection of sample

Table 4.

Agribusiness.

79

Numbers of Professional Management Educators on the Jury
of Experts Involved with Each Production and Supportive Type of

 

 

Production agribusiness No. Supportive agribusiness No.
General production (3 or General supportive (2 or
more enterprises) 4 more of those below) 7
Dairy farm 1 CrOp marketing 1
Cash field crop farm 1 Crop production materials
and/or service supplier 0
Forestry management 1
Livestock marketing 0
Meat animal farm 1
Livestock production
Nursery and/or greenhouse 0 materials and/or
service supplier 0
Orchard, fruit and/or
nut farm 1
Poultry farm 2
Recreation agribusiness 1
Truck (vegetable) farm 1

 

80

respondents was achieved by the procedure described earlier for
selection of the jury of experts. In fact, a large portion of the
group who eventually participated in the study were identified prior
to the first series of group interview meetings, in the process of
selecting the jury of experts.

Ten agricultural leaders from Allegan and ten from Branch
counties had each submitted lists of potential experts. A total of
205 names were submitted from Allegan County. A total of 170 were
submitted from Branch County. The Michigan State University Extension
Service Personnel Director submitted 27 names from the campus. Thus
a total of 402 names were identified prior to the first series of
meetings.

Those peOple already named were all potential experts, at
least by one person's standards. Therefore, a means had to be
develOped to get people identified who were perceived to be below
average, or unsuccessful managers, as well as those filling in the
center of a continuum between the expert and unsuccessful extremes
within the total pOpulation. In an effort to secure these extra

potential respondents, the following procedure was followed:

A. A letter was mailed to each of the original ten people
in each of the two counties involved. All individuals
were asked to identify additional people, including some

who were considered to be below average or poor managers.10

10See Appendix D.

81

To avoid having any person being identified as a failure,
and to fill out some areas where expert managers had not
been identified earlier, the second list of names was to
include some newly identified potential experts as well as

those below average.

Each of the people newly named, plus those originally
identified, but who had not participated in the first series
of group interview meetings were to be asked to attend any
one of a second series of meetings. Such a procedure was
intended to secure reSpondents of all degrees of managerial
success, and from all types of small, rural agribusinesses

found in the two counties.

All letters of invitation to the second series of group
interview meetings were mailed by the host agriculture
teacher, instead of the person who provided the second list
of names. This was thought to have greater drawing power
than the method used to invite people to the first series
of meetings, whereby the person who identified each

individual sent the invitation to participate.

Following the completion of the second series of meetings,
a determination was made of which Specific types of
managers had not yet been included in the sample by

voluntary attendance at an interview. Personal contacts

were then to be made to no less than two individuals from
each category whose names appeared on the lists of
potential respondents. By contacting two individuals
from each category it was hoped that at least one would
cooperate in the study, to assure no category would be

unrepresented in the sample.

The Professional Management Educators included in the sample
came from two sources, both of which were identified by the
Michigan State University Extension Service Personnel
Director. From his original list of potential experts, those
who did not respond at the time the jury of experts was
created, or who failed to meet all criteria to qualify as
experts were asked to fill out a final draft of the informa-
tion collection instrument-~thus becoming potential sample
respondents. Of the original list of 27, twelve had served
on the jury of experts. Of the remaining 15, seven did not
complete the final form. Eight did complete the form, and
were included as part of the sample reported on.

In addition to the campus-based individuals, the Extension
Service Personnel Director identified five District Extension
Specialists who served Allegan County, plus one District
Extension Specialist and three Extension Agents who served
Branch County (in addition to other duties) as Specialists

without District Specialist designations. Each of these

83

people were considered Professional Management Educators.
However, most of them headquartered outside of the counties
being surveyed, and only three from Allegan County and one
from Branch County became part of the sample by completing
the instrument. These four plus the eight campus-based
respondents constituted the Professional Management Educators

portion of the total sample.

Agriculture teachers working in Allegan County included four
vocational agriculture teachers, one county extension
director, and one county extension agent plus one fruit
growers association fieldman, whose major function was grower
education. Branch County was served by three vocational
agriculture teachers, one county extension director and one
county agent. All were encouraged to participate as respon-
dents. Three of the vocational agriculture teachers and the
county agent in Allegan County, plus all three of the voca-
tional agriculture teachers and both county extension workers
from Branch County reSponded, thus becoming part of the
sample reported upon. The fruit growers fieldman did not
attend any of the group interview meetings, and was not
contacted personally. The one vocational agriculture teacher
and the extension director who did not complete the form

gave anticipated early retirement due to ill health as
reasons they did not have any interest in future training and

chose not to participate.

84

H. Other Professional Workers included three large, rural agri-
business managers, who attended the interview meetings and
completed forms, but due to the size of the businesses
operated were disqualified as email, rural agribusiness
managers. They all expressed a high degree of interest in
participating in any future management training if it became
available, and were therefore considered to be suitable
respondents. In addition to the three managers of large
agribusinesses, others in this category included five govern-
ment agency or farm organization employees in Allegan County--
one each from the Production Credit Association, Farmer's
Home Administration, Agriculture Stabilization and Conserva-
tion Service, Soil Conservation Service, and Michigan Employ-
ment Security Commission.

From Branch County, the Production Credit Association
manager, and an employee of the Soil Conservation Service
completed the survey instrument--thus becoming part of the

sample reported upon.

Jury of expert and sample selection evaluation. Considering
what actually happened relative to the intended results, the procedure
for selecting members of the jury of experts was very successful.

The procedure designed for the selection of the sample to be included
in the Study was not as successful as was the jury of expert
selection technique. However, both processes had strengths and

weaknesses .

85

For a stranger attempting to quickly identify those indi-
viduals perceived to be experts in any given category of business
management is a difficult task. Local residents--especially leaders
in the occupation, such as were used--have definite criteria upon
which to make evaluations of the relative successfulness of other
residents. -

Although most people may place different emphasis upon
specific criteria--either stated or unstated--they do evaluate other
individuals. If several people, using different criteria or
placing differing values on similar criteria, identify the same
individual as an expert it is evidence that, by predominant standards
or criteria existing in a given area, that person is perceived to
have expertise above the norm for the area. Since every individual
has (at least to some extent) unique standards by which success is
measured, comparison with an unstated norm for the immediate environ-
ment may be as accurate as any means of evaluating success. In other
words, there are many interacting factors such as health, stage in
one's life cycle, and personal values, which influence what is con-
sidered success. Some individuals may place high priority on finan-
cial gain, while others may rate human relations or some other factor
high in a hierarchy of priorities. When others rate an individual
as successful, and the individual concurs, who can legitimately
question that evaluation and prove it incorrect? The involvement of
individuals who do not meet formerly established criteria in the
Irrecess used to select jury of expert members in which they parti-

cipate in their own selection is a weakness. If those not qualifying

86

as experts who participated in the jury selection process served no
other purpose in the study, it would be unfair to have them involved.
This was not the case, however, Since the group not identified as
experts served as a trial group on which the instrument being
designed was field tested. The final draft of the instrument would
have been more appropriately field tested but the comments, questions
and reactions of the group at the first series of meetings proved
extremely helpful in identifying and correcting faults in the
instrument which were not mentioned by those ultimately selected as
jury of expert members.

One problem which arose in connection with the use of local
leaders in getting others identified and invited to attend one of a
series of meetings was not an error in procedure, but one of timing.
Blizzards, freezing rain, and two national holidays when post offices
were closed caused delays. The interval between first contact with
the people involved in identifying others, and the first series of
meetings was too brief under the circumstances. As a result some
people were not informed until after the meetings had been held.
Timing was crucial to the success of the process involved. Letters
that arrived on time brought results.

Depending on how it is perceived, having each local person
mail a co-signed letter of invitation to others may be considered
good or bad. It resulted in as many as seven letters being sent to
some individuals. This practice can be considered wasteful when
considering costs, but may very easily have been the added incentive

required to get some people to attend the meetings and complete the

87

instrument. Under the conditions at the time, use of group inter-
views was very effective in saving time and money. Twenty-three
instruments were completed simultaneously at one meeting. To get
individual interview appointments, and then conduct twenty-three
separate repetitions of the instructions would have been prohibitive
due to the time available for securing information. From January 4,
when approval was given to start the project, until Spring work
practically eliminated participation from all types of business
managers was a very brief Span of time. An earlier start would have
allowed adequate time for all aspects of the study prior to and
including data gathering.

One problem arose in the sample selection process which was
worthy of mention, although it wasn't an insurmountable obstacle.
There were some people who were reluctant-~or actually declined--when
asked to identify below average or poor managers. Since the process
of getting more than one individual to identify persons perceived to
be below average was used, as in identifying experts, it became
necessary to contact substitute leaders who became involved in identi-
fying managers fer the second series of meetings. Some individuals
said they could not identify below average managers, because they
never worked with them, and therefore didn't know them well enough
to identify them. Others reacted in an exact opposite manner, however;
and said that it was easier for them to identify the poor managers
than to say that others were experts. Evidently personal attitudes,

and/or the types of services performed by the individuals affected

88

their perceptions of their own knowledge of managers with whom they
worked.

No way existed to determine the influence of the decision
to have only the host agriculture teacher invite people to the second
round of meetings. However, several individuals expressed the
opinion, that the person identifying the individuals sending the
invitations would have resulted in larger attendance at the second
series of meetings than experienced. Whether the inclement weather,
the late dates relative to Spring work (which was in full operation
by the time the meetings were held in April), or the lack of several
invitations from different local people were most detrimental to
attendance can only be an item for conjecture. Given ideal condi-
tions, attendance could probably have been greatly increased by any
one or all three improvements-—holding meetings when people had time
to attend, with several invitations emphasizing importance of parti-
cipation, and/or improved driving conditions due to improved weather--

a factor beyond human control.

Description of respondents. To add support to the thesis

 

that there are no Significant differences in needs fer concept and/or
competency areas within the management function or for future

training in these areas, as perceived by five groups of managers

and management educators, detailed descriptions of respondents was
required. The diversity displayed in the descriptions in this section
will be referred to throughout the remainder of the dissertation as

warranted by its relevance to the various issues being considered.

89

A. Locations where reSpondents were employed. Table 5 illus-
trates the frequency distribution of employment locations
for all respondents. Allegan County was the major location
where 36 of the 64 respondents were employed. More than two-
thirds, or 12 of the 17 Expert Managers, were included, along
with 9 of the 15 Other Managers, 5 of the 10 Agriculture
Teachers, 3 of the 12 Professional Management Educators,

and 7 of the 10 Other Professional Workers.

Table 5. Locations of Respondents

 

Numbers of each type of respondent

 

 

. Profes-
Locations . .
Agricul- Sional Other
where Totals Expert Other ture manage~ profes-
employed managers managers teachers ment Sional
educators workers
N264 n=l7 n=15 n=10 n=12 n=10
Allegan
County 36 12 9 S 3 7
Branch
County 20 5 6 5 l 3
Campus of
Michigan
State
University 8 -- -- -- 8 '-

 

Branch County was the major place of employment for 20
of the 64 reSpondents. Included were 5 Expert Managers,
6 Other Managers, 5 Agriculture Teachers, 1 Professional

Management Educator and 3 Other Professional Workers.

90

Eight Professional Management Educators making up the
balance of the total of 64 respondents were primarily employed

on the campus of Michigan State University.

Numbers of reSpondents of each type involved with different
types of agribusinesses. Table 6 shows the frequency distribu-
tion of each type of respondent involved with each of 15

types of small, rural agribusinesses. Seven of the Expert
Managers were farming exclusively, as were 7 Other Managers.
Six Expert and 4 Other Managers operated exclusively supportive
agribusinesses. Four of both Experts and Other Managers
operated both production and supportive types of agribusinesses.
Thus the 17 Expert Managers were involved with 23 and Other
Managers with 24 different businesses, including all types
except livestock marketing and forestry management, in the
cases of Experts, and recreation and crop marketing for Other
Managers.

All 10 Agriculture Teachers indicated that they worked
with multiple types of general supportive agribusiness
managers, and 9 also worked with multiple types of general
production agribusiness managers or farmers. Only one was
not working with general farmer types. He was Specialized
in the swine production and supportive types of business
management.

Nine of the Professional Management Educators worked with
more than one type of supportive agribusiness managers,

while one worked only with livestock marketing managers.

91

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92

Eight worked with 3 or more types of farmers. Four were more
specialized in types of farmers worked with. One each worked
with cash field crop farmers, meat animal farmers, nursery
and/or greenhouse managers, and poultry farmers.

Nine of the Other Professional Workers were involved with
2 or more supportive types of agribusinesses. One each was
involved with crop marketing, cash field crop farming,

forestry management and meat animal farming.

Employment Status of agribusiness managers. Less diversity was
achieved than desired in the employment status of agribusiness
managers as illustrated in Table 7. Seven Expert Managers

and 7 Other Managers were farm owner-operators. No farm
renters participated, even though there were renters included
in the population. Two non-farm or supportive business Expert
Managers were hired, and 4 were owner-operators. Of the Other
Managers of supportive businesses, 2 each were hired and
owner-operators.

Four each of the Expert Managers and Other Managers
Operated both production and supportive agribusinesses. Of
the 4 Experts, one was a hired farm manager, but owned a
supportive business. Three were owner-operators of farms in
addition to managing a supportive business. Three of the 4
owned the supportive business operated and one was a hired

manager of the supportive business he managed.

93

Table 7. Employment Status of Agribusiness Managers*

 

Combined
Production production and Supportive
agribusiness supportive agribusiness
Employment managers agribu51ness managers
status managers

 

Experts Others Experts

Others Experts Others

 

n=7 n=7 n=4 n=4 n=6 n=4

1. Hired farm

manager - - 1 - - -
2. Farm renter - - - - - -
3. Farm owner-

operator 7 7 3 4 - -
4. Non-farm hired

manager - - l 2 2 2
5. Non-farm renter/

franchise leasee - - - - - -
6. Non-farm owner-

Operator - - 3 2 4 2

*
Total agribusiness managers = 32.

For each sub-group, the

total number (n) is shown for comparison with frequency distributions.

94

Formal education of respondents. The levels, major emphasis,
types of degrees or recognition awarded, and elapsed time
Since receipt of formal education were considered to be
potentially influential upon the perceptions of needs of
respondents. Table 8 gives a frequency distribution of
levels, major emphasis, recognition awarded and time of
receipt of formal education, by types of respondents.

Only one Expert Manager received a college degree of any
type-~a doctorate in Veterinary Medicine. Of the other
16 Expert Managers, only 7 had any formal education beyond
high school level, and one of these had not finished high
school. Nine had completed 12 or less grades in school.

Only one Other Manager completed an advanced degree, one
a bachelor's degree, and 3 attended some post-high school
training of less than baccalaureate level. One of these had
not completed high school, however. There were 10 who had
completed 12 or less grades without any post-high school
education.

All 10 Agriculture Teachers completed bachelor's degrees.
Seven also completed advanced degrees. All 12 Professional
Management Educators had completed advanced college degrees.

The Other Professional Workers were the most varied in
former educational experiences of all 5 groups. They varied
from less than high School to advanced degrees at college,
with one having spent the equivalent of 5 or more years in

apprenticeship and other related education. The majority--

95

Table 8. Levels, Major Emphasis, Recognition and Time of Receipt of Formal Education
by Bach TYpa of Respondent

 

Number of each type of respondent

 

Levels of formal education Expert Other Agriculture Professional Other
received managers managers teachers management professional

educators workers

n=17 n-lS n-lO n-12 n-lO

 

Less than twelve grades,
but with some post-

high school 1 l - - -
Grade 12 or less with
no post-high school 9 10 - - 2

Grade 12 plus some post-
high school, but less
than a bachelor's
degree level 6 2 - - 2

Grade 12 plus a 8.5.
or B.A. (or equiv.
four years) - l 3 - 4

Advanced degrees (M.S.,
M.A., M.B.A., Ed.D..
Ph.D.. D.V.M.) 1 l 7 12 1

All others equivalent
to five or more
years beyond high
school - - - - l

 

Major emphasis of formal education received beyond high school

 

Not applicable 9 10 - - 2
Education - - 2 - -

Agricultural enterprise
(such as dairy) 3 2 S S 2

Business administra-
tion (or related
economics) 1 1 l 3 l

Combinations of educ.,
agr., and/or bus. adm. 3 . - S 7 S

Unrelated to educ., agr.,
or bus. adm. l 2 l - 2

 

Recognition received for post-high school education

 

Not applicable 9 10 - - 2
Unknown or none awarded 6 3 2 - 2

Certificate of com-
pletion (less than
3.5. or equiv.) l - - l 1

Arts degree (excluding
any agr. educ. or
extension degrees) - l l l 1

Science degree
(including D.V.M.,

ag. ed. 8 ext.) 1 2 10 12 4
Bus. adm., law or
related degree - - - 1 -

Other types (not
included above) - - - 6 1

 

Time of receipt of formal post-high school education

 

Not applicable 9 10 - .
Before 1960 8 4 S 10
1960 through 1964 - l 2 l l
1965 through 1969 - - 2 l -
1970 or 1971 - - 1 -

 

96

6 out of lO--had completed some college degree or equivalent.
Thus among the 5 groups there were great variations in levels
of education completed. ReSpondents in each type tended to
cluster at one specific level, however, with the exception

of the Other Professional Workers. If level of former
education was influential upon reSponses, differences between
groups of respondents should have reflected the wide varia-
tions experienced.

Major emphasis of formal education received beyond high
school varied considerably within all five types of respon-
dents. Agricultural enterprises were most common, within all
types of reSpondents. Expert Managers and all 3 educators
groups combined agricultural enterprises with either education
and/or business administration.

Of those managers who reported receipt of post-high
school education, the majority failed to indicate any certi-
fication, diplomas, or degrees awarded. The 10 agriculture
teachers all received science degrees, as did all 12 Pro-
fessional Management Educators. Six of the latter group went
on to secure doctor of philosophy degrees, one also received
a degree in the area of business administration. Four Other
Professional Workers received science degrees, which was the
most common type of recognition for this group.

The time elapsed since formal education had been received
was another factor considered to be potentially significant

as an influence on differences in responses of various

97

respondent groups. However, with the exception of Agriculture
Teachers, very few, if any, reSpondents within any group had
received formal education after 1960. No Expert Manager, and
only one Other Manager had received formal education after
1960. That one Other Manager had completed his education
prior to 1964, or more than six years prior to participating
in this study. Out of the total number of 64 respondents,
only 4 had received any formal education after 1964, or
within seven years preceding the time of participation in this
study. This would appear to indicate that little, if any,
updating of formal education has been customary for any of the

groups other than Agriculture Teachers.

Helpful former management training had been perceived by some
individuals as nonexistent. Others readily identified one or
more types and sources of training as major factors in their
past experiences contributing to their success as managers.
Since opinions varied on the relative importance of former
training for management it was chosen as one factor to be
studied in various respondents. Table 9 consists of a fre-
quency distribution of reSponses by type of respondent. It
includes up to three separate responses per person in each
portion. While some individuals could not identify any single
past experience as having been helpful, others identified up
to three different types, sources, durations and periods of

time when the training was received.

98

Table 9. Types, Duration, Sources and Times of Receipt of Helpful Former Management Training
by Each Type of Respondent

 

Number of each type of respondent

 

Types of helpful former

 

. . Expert Other Agriculture Professional Other
management training managers managers teachers management professional
educators workers
n-l7 n-lS n-lO n-lZ n-lO
None reported 1 - - 2 -
Short course or workshop 7 S 3 3 5
Formal course (three mos.
or longer) 1 - S S 4
ln-service (on-the-job) 8 8 4 2 l
Exchange of ideas with
others 1 2 - 1 -
lork experience doing
the job 10 8 6 2 6
Misc. not listed above 1 2 - - -

 

Duration of helpful former management training period

 

 

 

None reported 1 - — 2 -
One to three days 4 4 2 2 6
Four to six days 1 2 - - 4
From one to three weeks 2 - l 3 1
One to three months 2 - l l 1
More than three months

(concentrated) l - 3 6 2
More than three months

(intermittent) 14 13 7 4 6

Sources of helpful former management training

None reported 1 - - 2 ‘
University or college 4 4 5 6 3
Local public schools 1 l l - l
Cooperative extension serv. 1 2 2 - -
Private business firm

(other than employer) 2 3 2 l l
Employing organization

or business 14 ll 7 4 9
Misc. combinations not

listed above 1 2 l - 1

 

Times of receipt of helpful former management training

 

None reported 1 - - 2 -
During past two years 1 - - 1 -
Two to five years ago 3 1 l 3
Over five years ago 10 6 6 10
Combination of from two to

more than five years ago - - 3 - -

Combination of from one to
five years ago - 2 l - 1

Continuous for five or more
most recent years 11 8 3 1 8

 

99

The mode for all groups except Professional Management
Educators was a combination of work experience doing the job
of managing, over an intermittent period of more than three
months duration with the employing organization providing the
training. For both groups of managers, the period of time
when training was received was most often covering the five-
year period preceding participation in this study. The second
most common time identified by managers was over five years
prior to the time they participated in this study. Both
groups of managers being predominantly self-employed owner-
operators of agribusinesses, were in effect saying that their
own past work, and in some cases training provided by their
parents in the family business were the most helpful of any
training received.

Both groups of managers considered inservice (on-the-job)
training of one to three days duration provided by a university
or college as having been helpful. Most of this type of
training was received more than five years prior to participa-
tion in this study.

The Professional Management Educators indicated formal
courses of more than three months duration of concentrated
study provided by a university or college more than five years
prior to participation as their most frequently identified
helpful former training in management.

In general, agriculture teachers listed their work exper-

ience on the home farm and/or related agribusiness prior to

100

college as most frequently identified helpful training, with
college management courses nearly as frequently mentioned.

As a generalized summary of former training perceived
helpful, Professional Management Educators gained their
training for management in a theoretical setting at college,
while other groups primarily gained theirs from work experience
in agribusinesses. The one exception to that generality was
the group of Agriculture Teachers, who secured their helpful

training from both their theoretical and practical experiences.

The educators in the study had a responsibility to transfer
knowledge, skills and attitudes related to management to the
groups being taught. Normally, one of the considerations in
designing potential future educational programs is the former
training already acquired by prOSpective enrollees. As one
approach to securing this information, the decision was made
to determine respondents' perceptions of helpful former
training perceived for teaching management. Table 10 shows
the frequency distribution of responses from the three
educator groups.

Agriculture teachers identified more varied types of helprl
training than either of the other groups. Although three agri-
culture teachers indicated no helpful former training for
teaching management, in-service (on-the-job) types (presumably
annual conferences), followed closely by workshops, and work
experience teaching were identified as helpful former training

for teaching management. Since nearly equal numbers

101

Table 10. Types, Duration, Sources and Times of Receipt of Helpful Former
Training for Teaching Management by Each Type of Educator

 

Numbers of each type of respondent

 

Types of helpful

 

former training for Agriculture Professional Other
teaching management teachers management professional
educators workers
n-lO n-12 n-lO
None reported 3 6 7
Short courses or workshops 3 2 1
Formal courses 2 3 2
ln-service (on-the-job) 4 2 -
Exchange of ideas with others - - -
Iork experience teaching 3 1 -
Misc. not listed above - - -

 

Duration of helpful former training for teaching management

 

 

 

None reported 3 6 7
One to three days 2 l -
Four to six days 2 1 -
One to three weeks 4 2 -
One to three months 2 l 1
More than three months

(concentrated) 1 3 2
More than three months

(intermittent) 3 - -

Sources of helpful former training for teaching management

None reported 3 6 7
University or college 3 4 2
Local public schools - - -
C00perative extension service - - -
Private business firm other

than employer - - -
Employing organization 2 l 1
Misc. combinations not listed 4 2 -

 

Times of receipt of helpful former training for teaching management

 

None reported 3 6 7
During past two years - - -
Two to five years ago 3 l -
Over five years ago - 4 3
Combination of two to over

over five years ago 2 - -
Combination of one to five

years ago 1 1 -

Continuous for five or more
most recent years 2 3 -

 

102

of responses were secured from teachers as to durations of
different types of training there have evidently been several
alternatives available to this group. Either few attended
sessions available, or there were differences of opinions as
to the effectiveness of the former training received.
Miscellaneous sources not listed were identified by fbur of
the agriculture teachers for helpful former training for
teaching management. Three named a university or college as
next most frequently identified source, and two named their
employing organization (in both cases the university) as
sources of helpful former training for teaching management.
All teachers who perceived former training for teaching
management as helpful said that the help was received within
the five years preceding participation in this study.

Half of the Professional Management Educators indicated
that they could not identify any helpful fermer training for
teaching management. This tends to indicate that no teacher
education is required for employment as joint college teaching
and extension work. The six who indicated having received
helpful former training listed several types. These included
on-the-job inservice training, work experience doing the job
of teaching, short-courses or workshops and three indicated
formal courses of more than three months duration provided by
a college. The most common time of receipt of the helpful
training was more than five years prior to participation in

this study.

103

Of the ten other Professional Workers, seven reported
no helpful former training for management education. Two had
received formal college courses of more than three months
duration. One indicated that a workshOp of from one to three
months duration provided by his employing organization had
been helpful. All three indicated that no helpful training
for teaching management had been received during the preceding
five years.

From the limited numbers of respondents in each group,
generalizations must be made with reservations. However, the
responses seem to indicate that little if any helpful former
training for teaching management has been acquired by either
the Professional Management Educators or Other Professional

Workers.

Plans for providing future educational programs should take
into consideration past work experiences of potential enrollees.
The possibility of differences in responses being related to
employment was also considered. In addition, criteria for
placing individuals into one of the five types of respondents
required knowledge of past and present employment records.

Table 11 summarizes the past employment of respondents.
For each type of employment the number of individuals, the
span of years worked by individuals from the shortest to longest
period any single respondent was employed, and the mean number
of years worked by all respondents in each group were recorded.

By studying the accumulated information across types of

104

 

 

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105

respondents for each type of employment, and likewise
studying each group by types of past employment, some similari-
ties, and some differences appear between groups.

Fifteen of the seventeen Expert Managers had a mean of
25.1 years in farming. This was the largest mean fbr any single
group in any type of employment. Thirteen of the fifteen
Other Managers had a mean of 21.4 years in farming. The
Vocational Agriculture Teachers are required by law to have
had work experience in agriculture to be eligible for teacher
certification. However, it was interesting to note that all
ten agriculture teachers, including extension service personnel,
all had some farming experience. By way of contrast, only
four of the twelve Professional Management Educators--the
teacher educators--had worked in farming. The longest anyone
of them had worked in farming was six years. The mean years
worked by this group was 1.3 years. Nine of the ten Other
Professional Workers had a mean of 9.5 years in farming.

Even when comparing past work experience of the five
groups in agriculturally related commercial firms, the
Professional Management Educators had only three of the twelve
with any work experience. Their mean number of'years--2.2--
was next to the lowest of any group. Agriculture Teachers,
with only one individual having had experience for only one
year showed a mean of 0.3 years in commercial firms related to
agriculture. .If, as was indicated by respondents in identi-

fying former helpful training in management, the best source

106

of help is on-the-job work experience, the educators appear
to be lacking one of the most important aspects of training for
teaching management.

The Expert and Other Managers had work experience in
farming and/or agriculturally related commercial firms,
however, nearly all of them have been self-employed much of
their working lifetime. Since all of these people are mana-
gers of small, rural agribusinesses, they are in fact their
own teachers for on-the-job training. Outside influences
bringing about innovative changes have been very restricted
under these conditions.

The most diversified work experience record of any single
group of reSpondents was achieved by the Other Professional
Workers. Five, or half of the group had worked in 4 or more
types of employment-~farming, agriculturally related commercial
firms, agriculturally related government agencies, and non-
agriculturally related government agencies. This type of
diversity, blended with the theoretical backgrounds of the
other two groups of educators, and the practical experiences
of the managers could work to the advantage of all concerned
if they were brought together for managerial education

purposes.

Ages of individuals being related to personal achievement
capabilities, and aspirations was perceived to be a factor
which may influence opinions and perceptions of importance

of specific management function requirements for success.

107

Age also has an influence upon interest in future training.
Therefore, a wide range of years was considered desirable if
concepts and/or competency areas were to be identified which
were deemed to be required by a majority of managers and
teachers of management.

Table 12 gives a frequency distribution of ages as reported
by types of reSpondents. A quick glance at the table confirms
the fact that a very satisfactory range in ages was achieved
in each group within the sample. Managers and Professional
Management Educators tended to be older than the Agriculture
Teachers and Other Professional Workers. But in all groups

at least a thirty—year range in ages occurred.

Being closely related to age, health also has a direct bearing
on personal capabilities and aspirations, and therefore was
perceived to be a factor which could influence perceptions

of need for management education. For the purpose of this
study a wide range in health of participants was considered
desirable. Table 12 gives a frequency distribution of self-
evaluations of current status of respondents' health at the
time of involvement in this study. The range of responses

to this item on the instrument was not as large as heped fer.
Only four individuals in the total sample of sixty-four

rated their health as fair. One did not respond on this item,
but of the remainder who did respond, twenty-five considered
themselves in good health, and thirty-four said they were in

excellent health.

108

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peovcoamoe mo ease come we muonasz

 

uncommonmoa mo onxh
seem an .nuHeom Hemomhom mo mcoHuesHm>o-mHom maHm .mom< msone> mcHuquem muonamz .NH oHneH

109

Since the respondents selected themselves, in the sense
that they had to complete an instrument to be considered
part of the sample this result is not surprising. Several
people volunteered the reason they did not want to participate
in this study was due to their poor health. The number who
were invited but did not participate for the reason of poor
health is not known.

From the standpoint of planning potential educational
prOgrams based upon perceptions of needs of potential recip-
ients, those who will not or can not participate due to ill
health are of no concern, unless the education is specifically
designed to meet individual needs of handicapped people. For
designing educational programs to be attended by people with
different personal situations but based upon common needs,
the reSpondents involved in this study probably served as well

as any group which might have been selected by another method.

Personal self-evaluations of success both in personal life
achievements and in their roles relative to management of
small, rural agribusinesses was required as one measure to
identify whether or not an individual was to be considered
one of the Expert Managers. Since the same instrument was
used for all reSpondents, all types of individuals were asked
to rate themselves. It was believed that self-evaluation, by
personal standards might be an influencing factor upon

actual achievement. In other words, if a person perceived

110

himself as very unsuccessful, that attitude or self-evaluation
might be partially reSponsible for low achievement.

Table 13 consists of the frequency distribution of self-
evaluations by types of respondents as to their own percep-
tions of personal and occupational success. Only two peOple--
one Other Manager and one Other Professional Worker perceived
themselves to have usually been unsuccessful. One said he
was successful in achieving personal aSpirations, but un-
successful in his managerial role. The other one reversed
his reSponses saying that he was unsuccessful in achieving
personal aspirations, but considered himself successful in
his role related to management.

The largest number of all five groups rated themselves as
successful in both personal and management related roles.
Forty-nine said they were usually successful in personal
achievements, and thirteen said they were very successful.
Several were more conservative in self-evaluation of success
in relation to management. Only eight said they were very
successful and fifty-four rated themselves as usually success-
ful in their management related achievements.

Since management improvement-was assumed to be a major
reason for proposing managerial training based on potential
recipient perceptions of need, more individuals who per-
ceived themselves less than successful would have been
desirable in this study. However, if an individual who

perceived himself as unsuccessful does not utilize available

111

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msowum> «mammomom mueoasz .nH eHnmh

112

aids to self—improvement this may have been a major factor
in explaining the small number of respondents who partici-
pated. The fact that they did not perceive themselves as
successful may have influenced their decision not to respond.
In three cases this was stated as the reason for not doing
so.

After the series of group interview meetings failed to
secure participation by what was considered sufficient
numbers of non-expert or Other Managers, personal contacts
were used, or in several cases attempted without success.
Several respondents were obtained in this manner, however.

Another factor which may have had an effect on the lack
of unsuccessful respondents has been referred to earlier.
That factor was the decision to have only one letter of
invitation to group interviews sent by the host agriculture
teacher in the community where individuals resided. If the
unsuccessful managers never worked with that single indi-
vidual, his invitation to attend may not have had much
drawing power. By contrast, if three or more people invited
an individual to participate, it may have resulted in more
participation by the unsuccessful individuals. If any
comparable study, or follow-up of this study is to assure
involvement of the unsuccessful people, different methods

should be considered for getting their involvement.

113

DESIGNING THE INFORMATION COLLECTION INSTRUMENT

The original idea for designing the instrument which ulti-
mately was used stemmed from participation in a vocational education
administration course based upon the sensitivity areas Dr. Lawrence
Borosage had identified.13 A brief proposal for a potential study,
with a preliminary format of the instrument was presented to a
seminar for agriculture education graduate students. Receiving
favorable reactions from this group, a proposal for a research pro-
ject was presented to a joint staff meeting of State Vocational
Agriculture Education Consultants and the Agriculture Education
Faculty at Michigan State University which included the second draft
of the instrument format which incorporated suggestions from the
graduate student seminar. Receipt of tentative approval, or at
least interest in more detailed information from the joint staffs,
led to the presentation of a formal research project proposal which
was submitted to and approved by the Vocational Education and Career
Development Division of the Michigan Department of Education. The
proposed project included the design of an instrument for use in
securing information from managers and educators involved with
small, rural agribusiness management.

An instrument was designed to be administered to a jury of
experts. This draft identified the major component areas, with a

group of concept and/or competency items identified in the review

 

13Lawrence Barosage, "A Basis for Viewing Communications,"
The National Elementary Principal, XLI, No. 7 (May, 1962), 6-12.

 

114

of literature, which were considered to be important enough to have
been written about by many authors discussing many aspects of manage-
ment. Few references could be located which specifically dealt with
requirements for successful management of small, rural agribusinesses.
Therefore, any concept or competency area identified by any author
was deemed worthy of inclusion for the consideration of a jury of
experts. Provision was made for additions, deletions, changes in
wording, format, or any other suggestions the jury might make.

Prior to administration to the jury of experts, the instrument
was once more presented to the seminar for graduate students in
agriculture education. Finding no serious flaws, this group of
students filled out the instrument as a pre-test of its workability
and to test the time required for its completion.

As discussed earlier14 group interview meetings were con-
ducted in Allegan and Branch counties. All of the peOple identi-
fied by ten local agricultural leaders as potential expert managers
of small, rural agribusinesses were invited to participate in this
series of meetings. From the group who participated, thirty-one
experts were identified as a sub-jury of Expert Managers.15 The
other participants were considered to be a field.test group, to
spot needed changes for clarity and workability.

Concurrently, with the series of meetings in Branch and

Allegan counties, individual contacts were made to Michigan State

 

14See pages 73-74.

15See pages 74-76 for a description of this sub-jury.

115

University Extension Service staff members named by their Personnel
Director as potential experts. From this group of twenty-seven,
twelve were identified as experts and constituted the sub-jury of
Expert Professional Management Educators.16

Suggestions from all of the above groups, plus the Project
Director and doctoral committee chairman, were considered in designing
the final draft of the instrument, a copy of which is Appendix E.

Details of suggestions and comments by jury of expert members were

included in the companion report prepared by Meaders and Ferguson.
PROCEDURE FOR INFORMATION COLLECTION

Description of Collection Process

Being an integral part of the process for identifying indi-
viduals for inclusion in one of five groups of reSpondents, much of
the detailed description of the procedure for collecting information

was included earlier.17

Only a brief description of the sequence of
events and details not previously mentioned will be included in this

portion of the dissertation.

Groupginterview meetings. All expert and other managers of
small, rural agribusinesses, agriculture teachers, district extension

service personnel, and other professional workers who had not

 

16See pages 75, 77-79 for a description of this sub-jury.

17See pages 71-84 for added details of this procedure.

116

participated in the earlier series of meetings (when the Manager Jury
of Experts members were selected) were asked to participate in a series
of group interview meetings. These meetings were conducted at four
locations in Branch County and five locations in Allegan County. They
were held on different days of the week, and in the morning, afternoon
and evening at each location, to allow as much flexibility for people
to attend as possible. These meetings were conducted between March 29
and April 9, 1971. Due to several freezing rain and sleet storms during
the period when the meetings were held and the pressure of spring

work, several were unattended. Others involved from one up to twelve
people.

At each group interview meeting, a light snack and beverages
were available when people arrived, to help get an atmosphere of
informality and cordiality developed and keep early arrivals from
being bored prior to the appointed starting time. Participants were
encouraged to serve themselves at will throughout the meeting.

Each meeting was Opened with an overhead projector illustrated
introduction to the project, its purpose, and general procedures
employed. Instructions were given for individuals to complete the
instrument, prior to its administration. This introduction took
approximately twenty minutes. It usually evolved into a brief dis-
cussion period, followed by continued question and answer inter-
changes between the research worker and individuals. Completion of
the instrument, if no time was taken for discussion with other parti-
cipants or the person conducting the meeting, usually involved from

thirty to forty-five minutes for most participants. Due to the

117

interest created by items on the instrument, many people Spent more
time discussing concepts, Specific examples and/or experiences rela—
tive to items on the instrument than completing the form. From these
discussions some interesting comments were recorded, and may be feund

on pages 119-20.

Individual conferences by prior appointment. During the same
period of time, instruments were delivered to individuals at Michigan
State University. Appointments were arranged in advance, to provide a
period of introduction and instruction time. Each Professional Manage-
ment Educator was then asked to set a time when the completed instru—
ment could be picked up. Except for two peOple who would, or could not
arrange such an instructional appointment, this process apparently
worked satisfactorily. However, it did not provide the interchange of
questions, answers and discussion possible with group interviews.
Several individuals evidently failed to listen to instructions care-
fully, and the instrument was evidently not clearly designed to avoid
some misunderstanding of what was intended under these conditions.
Comments from some of the people who did not completely fill out their

instruments were also recorded and may be found on page 121.

Unscheduled visits at places of business. Following the
initial period of information gathering, a review of completed
instruments revealed several categories of business types without
representatives in the sample. As planned in the design of the
study, at least one representative from each category was considered
necessary if the purpose of the study was to be achieved. Therefore,

two individuals from each unfilled category were contacted on

118

unscheduled visits at their places of business. Each individual
was given introductory information and asked to participate. If
they agreed, instructions were given for completion of the instrument.
Whenever permissable, a time was set for a return visit to pick up
the completed instrument, or if desired, to explain it more completely
and allow completion of the instrument prior to collecting it. In
several cases, the individual preferred to mail the completed instru-
ment rather than arrange to have it picked up. In these cases, a
stamped, addressed envelope was provided.

Although time consuming and costly, the follow-up procedure
did provide several reSponses which improved the diversity which was
sought among all groups of respondents. Some individuals, when
contacted personally declined when asked to participate, but most
of those contacted were apologetic for not having participated in one

of the group interview meetings.

Evaluation of Collection Process

Providing diversity amongst respondents was a major objective
of sample selection. The description of reSpondents discussed on
pages 88 to 112 indicated the degree to which diversity was achieved.
The information collection process had a direct influence upon the
diversity achieved within the time, and financial restrictions
placed upon the research worker. Within a very brief period of time,
and working on a limited budget, as many responses as possible were
to be secured.

Group interview meetings, individual conferences made with

previously arranged appointments, and unannounced visits to places

119

of employment were the three techniques used for collection of

information.

Group interview meetings: During the planning phase of this

 

study, the need for a means to secure as large numbers within each
group of respondents as possible within a short period of time was
recognized. The utilization of group interview meetings was chosen
as a first attempt to reach large numbers of people in a brief period
of time. When used in February, to contact potential jury of

expert members, and to field test the instrument being designed, the
group interview meetings proved to be very economical and time
saving. As many as twenty-three completed instruments were secured
at one meeting. Compared with individual conferences, this approach
proved to be very effective. However, by March 30, through April S--
the period when group interviews were used to contact sample
respondents--the effectiveness of group interviews was reduced.

Only approximately twice as many contacts were made at that time of
year as could have been made by individual contacts. Twenty-five
responses were secured at twelve meetings. This was more efficient
than either of the other two procedures, however.

In addition to reducing contact time requirements, group
interview meetings provided opportunities for interaction between
participants. Lively discussions resulted in increased understanding
of the project, as well as increased interest on the part of
participants. Another benefit was the information acquired through
the discussions. Problem areas on the instrument being administered

were easily identified as peeple questioned and discussed such

120

issues as the terms used for alternate responses. Frequently during
the second series of meetings one person would state that "very im-
portant" was not a strong enough term to adequately express personal
opinion about specific items on the instrument. Invariably the
consensus of the group would confirm this weakness in the instrument.
Several groups came to the same conclusion--if the instrument was

to be used in the future, a different alternative reSponse should

be used. They concluded that "absolutely required," "mandatory" or
most often "Essential" should be the highest level of need.

By having several local agriculture leaders send invitations
to individuals to encourage participation, Expert Managers were
encouraged to attend and participate in the project. Had this pro-
cedure been followed for the second series of meetings larger
numbers of both "Expert" and "Below Average" managers probably would
have attended. Several people at the first series of meetings
commented to the effect that they were not planning to attend after
receipt of one invitation, but as two, three, or more invitations

arrived they decided to attend.

Individual conferences by prior appointment. Professional
Management Educators, and some Other Professional Workers were con-
tacted at previously arranged individual conferences. No other
approach was considered workable fer people accustomed to working
by appointment.

Individual interviews were not perceived to be as desirable
as group interviews for several reasons. First, they were extremely

time consuming for the interviewer. Interaction between participants

121

was not possible, and as a result enthusiasm was not stimulated to
the degree observed at group interviews.

Private interviews did result in collection of information
from a group which would probably not have participated if other
techniques had been used, however. In both the first and second
series of contacts, two individuals were not able to be committed to
an interview, so written instructions and explanations were left
with the individuals' secretaries in hopes that they would be able
to secure the cooperation of their "bosses." In all cases the
instruments were either ignored or returned by mail with notes
attached, indicating that they did not know what was being sought.

As one expressed it: "I'm just not in the same ball park as your
questionnaire. I'm sure you can find someone else who understands
better than I do what you are trying to get at."

Another individual started to complete the instrument, found
himself writing notes in the margin next to several items, and
finally quit, sending the partially completed form by mail, stating
that he did not know what the items were talking about. These few
cases were adequate to prove that the instrument, designed as it was,
did not have adequate instructions or clarity to allow a mail-back
approach to infbrmation collection.

By contrast, under interview conditions uncertainty could
be quickly eliminated and responses could be made on all items. Even
in situations where time cOnflicts prevented immediate completion of
the instrument, instructions given at private conferences resulted in

most forms being returned in usable condition. In two cases, however,

122

four personal trips to pick up completed forms failed to yield
results. No explanations were given, but lack of understanding of

the instrument may have been the reason in both cases.

Unscheduled visits at places of business. Follow-up

 

of group interview meetings were required in Allegan and Branch
counties to secure participation from individuals. Adequate
diversity within groups, and numbers of total responses were not
sufficient. Time limitations prohibited lengthy postal service
scheduling of conferences, and long-distance telephone calls to
schedule conferences would have been too costly. The decision was
made to contact two potential reSpondents from each type of business
not having been represented at the second series of meetings.

Sixty visits were attempted, without prior appointments.
Fifty instruments were delivered fur either completion at the time
of first contact to be picked up at an arranged later date, or to
be mailed back by the respondents. Thirty-one completed responses
were received from these efforts.

As with both of the other methods used, some responses were
never secured by unannounced visits to places of employment. As a
result, one area--livestock marketing-~was not represented by an
Expert Manager. Other managers were not secured for two types of
businesses--Recreation Agribusiness and Crop Marketing as a single
emphasis. Crop marketing was a part of the emphasis in at least one
business, however.

By utilizing three techniques for collecting infbrmation,

a total of sixty-four responses were obtained in the second series

123

of contacts soliciting participation by five groups of respondents.
Larger numbers of participants would have strengthened the study.
However, adequate diversity was achieved within each group even
though the sample number was small.

The first series of contacts used to secure participation by
a jury of experts, and a field-test group of people similar to
respondents, yielded a total of 128 peOple. Coupled with the 64 in
the second series of contacts, people involved in the field-Operations
came to a total of 192 individuals. These were contacted during the
period from February 15 to May 23, 1971. All contacts were made
when the research worker was not busy carrying a full-load of
course-work on campus at the university. Without use of the group
interview procedure, this would have been humanly impossible, con-
sidering the driving time involved between the campus and the two
counties where data were collected.

Previous experiences dealing with adults in agribusinesses,
and the results obtained at meetings held in February compared with
those held in April, led to the conclusion that the process used
was effective. The major problem was not process but timing. A
process similar to the one used if begun in late November, and com-
pleted by mid-March would undoubtedly have resulted in greater

participation than was achieved in this study.

INFORMATION TREATMENT AND ANALYSIS

Information was checked for completion and minor omissions

were checked on by telephone, and responses thus gathered were

124

recorded on the instrument. If a large portion of the information
was lacking, indicating lack of willingness to provide the requested
responses, the instruments were not included in the sample. In a
few cases, where the type of recognition for former education was
omitted, as an example, that type of omission was treated as
"unreported."

All information from completed instruments was transferred to
key punched computer cards for analysis. Errors were corrected in
the cards by carefully checking the print-out readings from each
card against the information on the original instrument. Frequency
distributions and percentages were then obtained for each group
of reSpondents.

A one-way multivariate analysis of variance programmed by
Jeremy Finn, State University of New York at Buffalo,was used to
test for significant differences between the mean reSponses of the
Expert Manager group and each of the other four groups--Other
Managers, Agriculture Teachers, Professional Management Educators,
and Other Professional Workers. Significance at the .05 level was
established as the basis for determining when differences occurred.

Means of responses for each item were arranged in rank order
of Expert Managers' responses, with means of the other feur groups
recorded for comparisons. Means were computed by applying numerical
values to response alternatives: 4 = very important; 3 2 important;
2 a of unknown importance; 1 s of little importance; and O a of no

importance.

125

Since no evidence exists that equal distances occur between
items, arbitrary values applied were considered to be questionable
as a basis for develOping future educational programs. Use of these
values allowed items to be placed in rank order, but could not be
proven to be true intervals. An alternate to rank order of means
as a basis for educational program planning was provided through
establishment of items ranked on the basis of percentages of
responses from Expert Managers in the two highest levels of impor-
tance response alternatives--"Important," and "Very Important." The

use of percentages was shown to provide more accurate ranking of

items than use of means.
SUMMARY

The design of the study and methodology used to determine the
degree of importance of management function concept and/or competency
areas, and future training about those areas required for personal
success were discussed in Chapter III. Perceptions of five groups--
Expert Managers, Other Managers, Agriculture Teachers, Professional
Management Educators, and Other Professional Workers--as to their
needs for performing their respective roles relative to small, rural
agribusiness management were obtained.

The population was restricted to the five groups mentioned
above, located in three geographic areas--Allegan County, Branch
County, and Michigan State University campus. Choice of these loca-
tions was based upon a study of types of farms (and by assumed

association, types of supportive agribusinesses) located in

126

predominantly rural counties in Michigan. To achieve the greatest
amount of diversity in the population, within a relatively accessible,
yet restricted geographic area, census data were utilized in
selecting the population.

Accurate knowledge of the total numbers of different types of
members in the totalpopulation was lacking. A process for sample
selection had to be devised which did not rely on knowledge of total
population individual identities. The process used, in brief,
started with involvement of three Vocational Agriculture teachers
and the County Extension Service Director from each of the two
counties. These eight peOple each named two other leaders from
their respective communities. The twelve were asked to identify from
one to three managers perceived to be the experts from each of
fifteen clusters of small, rural agribusinesses. Each potential
expert was invited by the peeple identifying him, to attend one of
a series of group interview meetings. At these meetings, partici-
pants completed, and made suggestions for improving the instrument
administered. The peeple who met criteria to qualify as experts
composed a sub-jury of Expert Managers of small, rural agribusinesses
of diverse types.

A second sub-jury, composed of joint extension and campus
faculty members, were selected. The University Extension Service
Personnel Director identified twenty-seven individuals as potential
Expert Professional Management Educators. Twelve who not previously
established criteria were identified as experts. Each one completed

the instrument administered through individual conferences having

127

been arranged by appointments. Each one also contributed suggestions
for instrument improvement.

The combined Opinions of the two sub-juries of Expert Managers
and Expert Professional Management Educators established 120 separate
items required for success in their roles associated with small,
rural agribusiness management. Basic management and agricultural
technology concept and/or competency areas gleaned from the review
of literature were used to design an opinionaire.

The final draft of the instrument was designed through a
sequence of designing and testing two drafts, using a group of nine
agriculture education graduate students, and their seminar leader,
as an advisory group. The jury of experts then made their contribu-
tions. Twelve groups similar to respondents were used to field-test
the instrument under conditions similar to those planned for final
draft administration to the sample.

Above average and expert managers identified prior to, but who
were not participants in, the first series of group interview meetings
were invited to attend a second series of meetings for collection of
information. In addition, a group of county leaders identified
lists of below average managers from the same geographic areas, and
types of businesses from which Expert Managers were selected. These
people were also invited to attend one of the second series of group
interview meetings. Other people participating in these meetings
included agriculture teachers, county and district extension service
personnel and some others who worked for various government agri-

cultural agencies .

128

The individuals who attended meetings were placed in one of
the five types of reSpondent groups--Expert Managers, Other Managers,
Agriculture Teachers, Professional Management Educators, or Other
Professional Workers for purposes of analysis of information
collected. Campus based Professional Management Educators who had
been named, but had not qualified as experts were contacted at pre-
arranged individual conferences to secure information. In addition
to campus based people, some of the Other Professional Workers group
who had not attended group interview meetings were contacted by
setting appointments for personal conferences at their places of
employment.

A third process for gathering information was used as a
follow-up procedure. Lack of earlier participation left several
types of business managers unrepresented in the sample. To assure
the diversity required to determine significant differences (if any
existed) between groups, more respondents had to be secured. Personal
visits were made to places of employment without prior scheduling
of those visits.

By the combination of the three information gathering tech-
niques, a total of sixty-four reSpondents were secured. They were
described in detail, as to how the five groups were similar, and
different from each other. Variations between individuals within
groups were also detailed. Frequency distribution tables showing
responses and numbers of each type of reSpondent were discussed on
the following factors: location of respondents, types of agri-

business involvement, employment status of managers, formal education

129

received, helpful former management training received, helpful

former training for teaching management, former work experience, age,
health; and self-evaluations of personal as well as management
associated occupational success.

Individuals' responses showing their perceptions of importance
of each of the items within each component area for success in
their personal roles, and importance of future training about each
item, for their personal success, were transferred to key punch
cards, and errors corrected.

Frequency distributions and percentages of responses were
obtained for each item, by types of respondents. From these, the
percentages of responses in the two upper response alternatives from
a five-item scale were added together. A table was created showing
the rank order of the items, based upon those combined reSponse
percentages from the Expert Manager group. Similar percentages of
reSponses from each of the other four groups were reported for
comparisons.

A one-way multivariate analysis of variance programmed by
Jeremy Finn was used to test for significant differences in mean
reSponses on all items within each of seventeen component areas,
between Expert Managers and each of the other four groups of
respondents.

Mean responses on each item from the Expert Manager group
were used as a basis for listing in rank order each item within

each of seventeen component areas. Mean responses from each of the

other four groups were shown for comparisons.

CHAPTER IV

REPORT OF FINDINGS

The purpose of this study was to develop rank-ordered lists
of required managerial and agricultural technology areas of concepts
and/or competencies, and needs for future training in those areas, as
perceived by individuals providing training for, or managing small,
rural agribusinesses. The items to be ranked had been identified
by a jury of experts as required for success.

A test for significant differences between Expert Managers'
mean responses and means from four other groups was used to determine
whether or not suggestions for potential educational programs could be
based upon needs not perceived to be significantly different by the
five groups.

Findings have been divided into five sections: Importance
to Expert Managers of Required Ocdmponent Areas, Significant Differ-
ences in Perceived Importance for Success, Perceived Importance of
Future Training, Significant Differences in Perceived Importance of

Future Training, and a Summary.

130

131

IMPORTANCE TO EXPERT MANAGERS OF
REQUIRED COMPONENT AREAS

Seventeen component areas were identified as required for
success in their roles by a jury of experts. The jury was composed of
two sub-juries--31 Expert Managers, and 12 Expert Professional
Management Educators--all of whom were involved with teaching about,
or management of small, rural agribusinesses.1

Within Agricultural Technology, four areas were identified
as required for success, and thirteen areas were identified within
the Management Function. No less than 50 percent of the members of
each sub-jury had to agree that one or more of the items within each
component area was either "Essential," or "Very Important" to
identify the area as required for success, for both educators and
managers, relative to small, rural agribusiness management. Table 14
illustrates that the minimum standards were met, by showing the
highest percentages of both sub-juries' reSponses to any single item
within each of the component areas.2

An instrument for collection of information, based upon the
individual items within the seventeen component areas identified
by the jury of experts, asked for two reSponses for each item. First,

peOple were asked to indicate the degree of importance of an item for

 

1See pages 7, 8 and 10 for definitions of the jury and sub-
juries. For descriptions, criteria, and methods for selection, see
pages 71-78.

2For more details see the companion report by Meaders and
Ferguson.

Table 14.

132

Highest Percentages of Combined "Essential" and "Very

Important" Responses by Sub-jury Members, For Any Single Item Within
Each Component Area

 

Component areas

Highest percent of combined
"Essential" and "Very
Important" responses from:

 

 

 

 

 

 

Expert Expert
M Professional
anagers Mana e ent
g m
Educators
n=3l n=12
Agricultural Technology Percent

A. Agricultural Economics 75.0 83.3

B. Agricultural Mechanics 84.4 75.0

C. Crops and Soils 87.5 58.4

D. Livestock Enterprises 81.3 51.7

Management Function Percent

A. Goals and Objectives 87.5 83.3

8. Planning 90.7 91.7

C. Role Definition 78.1 75.0

D. Individual Differences 78.1 83.3

E. Control 81.2 75.0

F. Management Participation 81.2 75.0

G. Human Relations 93.8 83.3

H. Communications 87.5 91.7

1. Atmosphere 81.3 75.0

J. Size 59.4 58.3

K. Change 75.0 75.0

L. Standards 87.6 83.3

M. Evaluation 90.7 91.6

Source: A companion report by Meaders and Ferguson.

133

success; and second, the degree of importance of future training
about each item for success in their reSpective roles relative to
small, rural agribusiness management.3

Seventeen Expert Managers of small, rural agribusinesses
reSponded on the instrument for collection of information. Combined
percentages of "Very Important" and "Important" responses for all items
were computed, and the mean percentages of top two responses by Expert
Managers were used to rank component areas.4 The seventeen component
areas in Table 15 are in rank order of importance for success, as
determined by those means. From highest to lowest means, the areas
were ranked in the following order: (1) Communications, (2) Goals
and Objectives, (3) Management Participation, (4) Human Relations,

(5) Planning, (6) Standards; (7) Individual Differences, (8) Role
Definition, (9) Evaluation, (10) Size, (11) Atmosphere, (12) Agri-
cultural Mechanics, (13) Crops and Soils, (14) Change, (15) Control,
(16) Agricultural Economics, and (17) Livestock Enterprises.

Of special interest are the low relative rankings of Agri-
cultural Technology areas, compared with most Management Function
areas. Only two component areas from the Management Function ranked
lower than the two highest ranked Agricultural Technology areas, and

the other two Agricultural Technology areas were the two lowest in

 

3See Appendix E for a sample of the instrument.

4See Appendix F for mean reSponses from all five groups on
individual items (ranked according to Expert Managers' response means)
within each component area.

134

Table 15. Rank Order of Seventeen Component Areas, Based Upon Mean
Percents of Combined "Very Important" and "Important" Responses by
Seventeen Expert Managers

 

Management and Agricultural

 

Technology Areas Percent
1. Communications 92.9
2. Goals and Objectives 89.3
3. Management Participation 88.2
4. Human Relations 86.3
5. Planning 86.0
6. Standards 83.3
7. Individual Differences 79.8
8. Role Definition 78.8
9. Evaluation 77.6
10. Size 75.0
11. Atmosphere 73.6
12. Agricultural Mechanics 69.1
13. Creps and Soils 63.3
14. Change 61.0
15. Control 59.6
16. Agricultural Economics 55.3
17. Livestock Enterprises 34.0

 

Source: A companion report by Meaders and Ferguson.

13S

rank of all seventeen areas. This indicates that, as a generalization,
a higher percentage of the seventeen Expert Managers considered
Management Function component areas higher in importance than Agri-
cultural Technology areas for success in managing their specific types
of small, rural agribusinesses.
SIGNIFICANT DIFFERENCES IN PERCEIVED
IMPORTANCE FOR SUCCESS
One of the objectives of this project was to determine
whether or not there were significant differences between the mean
reSponses from Expert Managers and four other groups-~(1) Other
Managers, (2) Agriculture Teachers, (3) Professional Management
Educators, and (4) Other Professional Workers. All individuals in
these groups were selected for their involvement with management
education for, or management of, small, rural agribusinesses. If
educational programs were to be designed for participation of all
these types of respondents, evidence would be needed to show lack
of significant differences between groups. The true means of all
reSponses from each group, on each separate item within each com-
ponent area were used in computation of significant differences. A
one-way multivariate analysis of variance revealed significant
differences between Expert Managers, and Other Managers in the
Communications component area, as indicated in Table 16. Agri-
culture Teachers differed from Expert Managers in only one area--
Human Relations. However, due to an unidentified error, the
computation for Management Participation aborted. Therefore, whether

or not the two groups differed on that component area was not known.

136

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137

Professional Management Educators and Expert Managers differed
significantly on three of the seventeen component areas tested.
Other Professional Workers differed from Expert Managers only on
the Size area.

Since significant differences were of prime importance,
only those areas where differences occurred will be discussed in

detail.

Expert Managgrs vs. Other Managgps

The means for both Expert Managers and Other Managers for
items within the communications area were higher than in any of
the other areas, yet they were significantly different. Generally,
an observation of the two sets of means, as shown in Table 17
revealed that Other Managers rated all except one factor slightly
higher than Expert Managers. Only one item--the many factors
which can stop or change information before it reaches the intended

receiver--was rated lower by Other Managers than Expert Managers.

Expert Managers vs. Agriculture Teachers

 

Human relations was the one area upon which Expert Managers
and Agriculture Teachers differed significantly. Table 18 compares
mean responses of the two groups on each item within the Human
Relations component area. Evidently, Agriculture Teachers, as
a group, did not view business ethics and relations with others
outside of their organizations as influential on personal success
in their respective roles as did the Expert Managers. Getting

people to work up to capacity and making workers aware of

138

Table 17. Mean Responses* of Expert Managers and Other Managers

on Communications Items

 

Items within the
Communications area

Mean reSponses

 

Expert

Managers

Other Managers

 

l. Accurate transfer of
information is:

2. Clear transfer of
information is:

3. Transfer of detailed
information is:

4. Two-way communications,
both from the manager
down, and from the
laborers up to the
manager is:

S. The many factors which
can stop or change
information before it
reaches the intended
receiver are:

.59*

.53

.47

.41

.41

3.80

3.87

3.60

3.73

2.87

 

*4 z Very Important; 3 = Important;

Importance; 1 = Of Little Importance; and 0

0f Unknown
f No Importance.

Table 18.

139

Mean Responses* of Expert Managers, Agriculture Teachers
and Professional Management Educators on Human Relations

 

Items within the
Human Relations
area

4

The influence of busi-
ness ethics (honesty
and fair dealings) on
results of my activity
is:

Relations with others,
outside my business
or organization are:

"Customer" relations
are:

In my business or
organization, labor-
management relations
are:

For success in per-
sonnel management, my
getting each person
to do assigned duties
to the best of his
individual capability
15:

Making employees aware

of goals and objectives

15:

Mean responses

 

Expert
Managers

3.88*

Agriculture
Teachers

3.20

Professional

Management

Educators

3.08

2.92

3.25

2.92

3.17

3.17

 

*4 = Very Important; 3 = Important;
Importance; l 8 Of Little Importance; and 0

2

= Of Unknown
Of No Importance.

140

organizational goals and objectives were considered to be of greater
importance by Agriculture Teachers than by Expert Managers. Customer
and labor-management relations were viewed quite similarly by the
Expert Managers and Agriculture Teachers. Without further study,
interpretation of the differences identified is difficult. 00 Expert
Managers live by the philosophy implied by their relatively high
rating of honesty and fair dealings, or was it easily recognizable as
an item which should be rated high? Perhaps their rating of this
item at the top of their value scale for dealing with others is a
major contributing factor in their being identified as experts in
management.

Does the comparatively low rating of "Relations with others
outside my . . . organization" by Agriculture Teachers reflect an
indifference on their part towards the general public? Whatever
influences resulted in the differences between Expert Managers' and
Agriculture Teachers' responses, need for further study is indicated
if educational prOgrams are to take into consideration the perceived
importance of the individual items within the Human Relations area
as reported.

Expert Mana ers vs. Professional
Management ucators

 

The group differing significantly from Expert Managers in
the largest number of areas were the Professional Management
Educators. Their responses in three areas-—Agricultural Mechanics,
Management Participation, and Human Relations--differed from

reSponses of Expert Managers.

141

Agricultural mechanics. Professional Management Educators'

 

and Expert Managers' mean reSponses to items in the Agricultural
Mechanics area are found in Table 19. The means for Professional
Management Educators were lower than the Expert Managers' means on
eleven of the twelve items under Agricultural Mechanics. The one
item perceived to be of greater importance to the Professional
Management Educators than Expert Managers was automated and/or

mechanized systems and/or processes.

Management participation. Professional Management Educators'

 

differed from Expert Managers' reSponses in the area of Management
Participation as shown in Table 20. Although both groups' means on
two items were very close to each other, there were differences

in degree of importance placed upon two others. Expert Managers
placed greater importance on listening to suggestions from others,
without considering criticism as personal insult, than did the
Professional Management Educators. Making decisions for people
who prefer not to be involved in management was considered of
greater importance to Expert Managers than Professional Management
Educators. Both groups rated the latter item as of least impor-
tance of the four under Management Participation, however. The
difference was evidently only in the degree of importance relative
to other items being rated, rather than disagreement as to its

relative position in the list of items in rank order.

Human relations. As in the case of Agriculture Teachers,

 

Professional Management Educators' mean responses were significantly

142

Table 19. Mean Responses* of Expert Managers and Professional
Management Educators on Agricultural Mechanics

 

Mean reSponses
Items within the Agricultural '

 

Mechanics area Expert Professional
Managers Mgt. Educators

 

To perform my role in my business,
or organization, knowledge and/or

skill in:
l. machinery and/or equipment is: 3.76* 2.75
2. tools used in the business is: 3.53 2.42
3. work simplification is: 3.29 3.25
4. automated and/or mechanized

systems and/or processes is: 3.24 3.50

5. electrical distribution
systems is: 3.12 1.50

6. building design and site

planning and layout is: 3.00 2.75
7. sewer and/or waste disposal

systems is: 2.94 2.33
8. water provision and/or

distribution systems is: 2.88 2.08

9. construction of buildings
and related structures is: 2.71 2.00

10. land layout and planning
land improvements is: 2.59 2.58

11. internal combustion power and
energy sources is: 2.59 1.42

12. other power and energy sources
is: 1.71 0.75

 

*4 a Very Important; 3 = Important; 2 = Of Unknown
Importance; l = Of Little Importance; and 0 8 Of No Importance.

143

Table 20. Mean Responses* of Expert Managers and Professional
Management Educators in Management Participation

 

Mean reSponses

 

Items within the Management

i i i n e ‘
Part C Pat 0 ar a Expert Profe551onal

Managers Mgt. Educators

 

1. Listening to suggestions
of others, without con-
sidering criticism as
personal insult is: 3.76* 3.25

2. The ability to recognize
management situations
requiring advice from
others is: 3.53 3.50

3. Involving them in manage-
ment to improve productivity
of some people is: 3.06 3.08

4. Making decisions for people
who prefer not to be
involved in management is: 3.06 2.42

 

*4 = Very Important; 3 = Important; 2 = Of Unknown Importance;
l = Of Little Importance; and 0 = Of No Importance.

144

different from those of Expert Managers in the area of Human
Relations. Table 18 shows that the educators did not consider

the influence of business ethics (honesty and fair dealings) on
results of personal activity as important as did the Expert Managers.
Two other items--relations with others, outside my business or
organization, and labor-management relations within the business or
organization--were both rated lower by the educators than by Expert
Managers. The Professional Management Educators perceived two
items--getting each person to do assigned duties to the best of his
capability, and making employees aware of goals and objectives--to
be of more importance than did the Expert Managers. "Customer”
relations were rated nearly of equal importance by the educators

and Expert Managers.

Expert Managgrs vs. Other Professional Workers

Size was the only area in which means of Other Professional
Workers significantly differed from Expert Managers' means. However,
on that one area there was nearly total disagreement, with the
difference significant at the .01 level. Each of the feur items
were, as Table 21 indicates, rated lower in importance by the Other
Professional Workers than Expert Managers. All ten Other Professional
Workers were employed by large agribusinesses, or nation-wide

organizations.

Implications of Significant Differences
The results found seem to indicate that size of the employing

organization does not significantly influence the relative importance

145

Table 21. Mean Responses* of Expert Managers and Other Professional
Workers in the Size Component Area.

 

Mean responses

Items within the Size

 

area Other
Expert .
Profe551onal
Managers
Workers

 

1. The influence of my organ-
ization's or business' size
upon my personal involvement
is: 3.12* 2.73

2. The influence of size on the
success or failure of my
business or organization is: 2.94 2.70

3. The influence of my personal
needs on the size of my
business is: 2.82 2.64

4. The influence of the nature
of activities within the
business or organization
upon its size is: 2.70 2.62

 

*4 = Very Important; 3 = Important; 2 = Of Unknown
Importance; l = Of Little Importance; and 0 = Of No Importance.

146

of other component areas within the management function, or agri-
cultural technology areas, but does influence the importance of the
items within the Size component area. This adds strength to the
argument supporting the idea of mixing managers from many types of
small, rural agribusinesses for purposes of securing adequate numbers
to justify offering education in places too small to secure adequate
enrollments from any one type of agribusiness. If managers of large,
rural agribusinesses and workers employed by national organizations
are not significantly different from Expert Managers of small, rural
agribusinesses then perhaps managerial education for one group may
meet the needs of others as well. In the one area-~Size--individual
differences should be able to be caped with, allowing the Other
Professional Workers to join members of the other groups in most
areas of education for management as it relates to small, rural agri-
businesses. The above rationale, if applied to the one area in which
Agriculture Teachers and Other Managers are each significantly
different from Expert Managers, should make possible educational pro-
grams which meet needs of all individuals located in small, rural
places, in the component areas covered in this study.

The only group significantly different from Expert Managers
in more than one component area were the Professional Management
Educators who were different in only three out of the seventeen areas.
It was interesting to note that the two groups, from which Experts
were selected to serve on a jury to help design the instrument, and
establish the required concept and/or competency lists in each

component area were shown to differ the most of any groups compared.

147

One group, being practitioners, and the other group being theorists
undoubtedly had direct relationships to the differences established
between the two groups.

Nothing in this study has been identified as proof of "right"
or "wrong" responses. Each group was asked to give responses re—
flecting their own personal relationships to management of small,
rural agribusinesses. Since no group was requested to give their
interpretations of what some other person's role required, these
findings cannot be interpreted in a way which implies that one group
has perceived another groups' needs. Significant differences which
appeared can only be used as a basis for consideration of alternatives
in planning educational programs for the separate groups in those

areas where they differ.
PERCEIVED IMPORTANCE OF FUTURE TRAINING

Mean responses from each of five different groups were com-
puted, and used in testing for significant differences between Expert
Managers and the other four groups. The items within each component
area have been ranked according to the mean responses from Expert
Managers, and may be found in Appendix G. Means of the other four
groups were also shown for comparisons. They may be used as a basis
for establishing priorities for Specific items within each component
area, when designing proposed future educational offerings. However,
means have limited utility compared with percentages of responses
falling within the upper two categories on the instrument used in

information collection.

148

An illustration of the two systems for rank ordering items
was selected to Show the rationale for preferring the use of per—
centages of responses in the upper two categories over the use of
means for ranking items. Table 22 provides information upon which
two separate items were shown to have identical means of 2.23, yet
decidedly different percentages of reSponses in the various categories.
Item number four had 64.7 percent of respondents indicating that
future training was considered to be "Important” or "Very Important."
Item number nine, however, only had 52.9 percent of similar reSponses.
Ranking these two items according to their means would place them at
the same point in the list, while item four would be placed nearly
12 percentage points higher than item nine if ranked on percentages of
reSponses falling in the two highest alternative response categories.
Greater discrimination is possible in ranking items according to
percentages of responses than by means.

Appendix H lists all items within each of the seventeen
component areas, in rank order, based upon percentages of Expert
Managers' responses which fall in the t0p two categories of
"Important" and "Very Important."

SIGNIFICANT DIFFERENCES IN PERCEIVED
IMPORTANCE OF FUTURE TRAINING

A one-way multivariate analysis of variance was used to
determine significant differences between mean reSponses of Expert
Managers versus the four other groups, as to their perceptions of
degrees of importance of future training on each item for their

personal success relative to management of small, rural agribusinesses.

149

Table 22. Comparison of Differences in Percents on Two Items With
Identical Mean Responses

 

 

 

 

 

Response categories Numerical .Frequency Percents
for two items values distributions
Item No. 4
Very Important 4 2 11.76
Important 3 9 52.94
Of Unknown Importance 2 l 5.88
Of Little Importance l l 5.88
Of No Importance O 4 25.52
Mean = 2.23
Item No. 9
Very Important 4 2 11.76
Important 3 7 41.17
Of Unknown Importance 2 4 23.52
Of Little Importance l 1 5.88
Of No Importance 0 3 17.64

Mean = 2.23

 

150

The results of this comparison are reported in Table 23. Differences
were significant at the .05 level in only two comparisons. Pro-
fessional Management Educators differed Significantly from Expert
Managers in the Planning component area. Other Professional Workers
differed from Expert Managers in the area of Crops and Soils.

Expert Managers vs. Professional
Management Educators

 

Professional Management Educators placed significantly
greater importance on future training in the area of Planning than
did Expert Managers. Although there was not a great difference in
relative ranking of items, the mean reSponses of Professional
Management Educators were higher than those of Expert Managers for
all eight items, as illustrated in Table 24. The lowest mean of the
Professional Management Educators was higher than the highest mean for
Expert Managers. Whether Expert Managers feel they have adequate
competency in the area of Planning, or place less emphasis on it
than do Professional Management Euucators is not known. Expert
Managers may take Planning for granted to the degree that a need for
training for Planning is not recognized.

Expert Mana ers vs. Other
Professiona Workers

Other Professional Workers differed from Expert Managers at
the .05 level in their mean reSponses as to perceived importance of
future training in the area of Crops and Soils. Comparisons of the
means for the two groups are made in Table 25. Other Professional

Workers indicated that future training on four items was of greater

151

Table 23. Significant Differences* in Importance of Future Training
for Component Areas as Perceived by Expert Managers Compared With
Four Other Groups

 

Mean reSponses of Expert Managers vs.:

 

C
omponent areas prof_ Other

 

 

 

 

$.22er 3:22:32” gggé. 33315;”
Agriculture Technology_
Agricultural Economics .70 .94 .69 .81
Agricultural Mechanics .50 .60 .32 .66
CrOps and Soils .13 .50 .62 .03*
Livestock Enterprises .38 .58 .46 .53
Management Function

Goals and Objectives .72 .96 .43 .60
Planning ' .66 .33 .04* .73
Role Definition .90 .56 .85 .48
Individual Differences .28 .74 .20 .10
Control .94 .63 .61 .48
Management

Participation .42 .86 .06 .20
Human Relations .35 .47 .21 .62
Communications .27 .59 .30 .44
Atmosphere .35 .69 .32 .39
Size .37 .99 .88 .67
Change .23 .28 .33 .08
Standards .80 .99 .95 .90
Evaluation .32 .44 .85 .58

 

*Areas with differences at .05 level.

152

Table 24. Mean Responses* of Expert Managers and Professional
Management Educators on Future Training in Planning

 

Mean responses
Future training in the

 

Planning area

 

Expert Professional
Managers Mgt. Educators

l. Deciding whether or not results

of past actions justify proposed

future actions is: 1.94* 2.67
2. Setting goals and objectives

as a part of planning is: 1.88 3.17
3. Deciding how resources (land,

labor, materials and management)

are to be organized or

combined is: 1.82 3.17
4. Continuous (day-to—day) altering

of plans to fit changing con-

ditions is: 1.82 2.42
5. Policy making--Specifying

guides to decision making is: 1.76 3.08
6. Selecting (from alternate choices),

the practices to be followed in

daily operations is: 1.71 2.42
7. Planning by managerial personnel

for the direction of all

employees is: 1.65 2.18
8. Participation of all employees

in making plans is: 1.24 2.67

 

*4 = Very Important; 3 = Important; 2 = Of Unknown
Importance; 1 = Of Little Importance; and 0 2 Of No Importance.

153

Table 25. Mean Responses* of Expert Managers and Other Professional
Workers on Future Training in Crops and Soils

 

Mean responses
Future training in the area

 

 

of Crops and Soils Other
Expert .
Managers Profe551ona1
Workers
In performing my role, knowledge
and/or skill in:
1. land use is: 2.35* 1.60
2. land capability is: 2.29 1.50
3. soil and water conservation
management principles is: 2.18 2.20
4. crop production is: 2.12 2.20
S. erosion control structures and
practices is: 2.12 1.75
6. drainage is: 1.82 1.00
7. land zoning is: 1.76 1.40
8. crop merchandising is: 1.59 1.50
9. crop tranSport is: 1.59 1.30
10. irrigation is: 1.53 1.10
11. crap storage is: . 1.41 2.10
12. crOp processing is: 1.35 2.10

 

*4 a Very Important; 3 = Important; 2 = Of Unknown
Importance; 1 a Of Little Importance; and 0 = Of No Importance.

154

importance than did the Expert Managers. Those four items were:
soil and water conservation management principles, crop production,
crop storage, and crop processing. The Expert Managers perceived
their future training to be more important than did the Other
Professional Workers for eight items: land use, land capability,
erosion control structures and practices, drainage, land zoning,
crop merchandising, crop transport, and irrigation.

PrOgrams planned for mutual consumption of the Expert Managers
and Other Professional Workers in the area of CrOps and Soils would
have to be carefully geared to individual needs and interests. While
the differences between the two groups' means appear to be slight on
a few items, the groups probably would have to be handled separately
on most items if perceived importance of future training was the only
basis for offering educational programs for joint consumption.

There were no significant differences between Expert Managers
and Other Managers, or Agriculture Teachers in means of responses on
importance of future training in any of the seventeen component
areas. None of the rural groups had significant differences at the
.05 level on importance of future training in any of the Management
Function component areas. Therefore, findings in this study tend to
confirm or support the theory that in-service programs of education
can be designed which are based upon the perceived importance of
Expert Managers, which would also be suited to the other three rural
groups--namely Other Managers, Agriculture Teachers, and Other
Professional Workers. Conversely, programs planned for any of the

other three would also be appropriate for Expert Managers. For

155

purposes of example of how findings may be used, if all items for
which future training was perceived to be at least "important" for
future success by 50 percent of any one of the rural groups were used
as a basis for planning an in-service education program, that program
would include the numbers of items from each component shown in

Table 26. Ranked in descending order from the largest to smallest
number of items included from each component area, Table 26 reveals

a total of 74 Management Function Items (from a total of 82), and 22
Agriculture Technology Items from a total of 38. Thus, in this

example 96 items would be included out of grand total of 120.

SUMMARY

The findings in this study were based upon perceptions of
five groups who are directly involved either in teaching about, or
utilizing Agriculture Technology and Management Function component
areas. Seventeen areas, formerly identified as being required for
success in their reSpective roles by a jury composed of Expert
Managers and Expert Professional Management Educators, were the
basis for this study. The component areas ranked in order of
descending importance based upon mean percentages of Expert Managers'
responses of "Very Important," and "Important" were: Communications,
Goals and Objectives, Management Participation, Human Relations,
Planning, Standards, Individual Differences, Role Definition,
Evaluation, Size, Atmosphere, Agricultural Mechanics, CrOps and
Soils, Change, Control, Agricultural Economics, and Livestock

Enterprises.

156

Table 26. Numbers of Items From Each Component Area Included in

a Hypothetical Future Educational Program Based Upon 50 Percent or
More Combined "Very Important" and "Important" Responses From Any
of the Four Rural Groups of Respondents

 

Numbers of items

 

Suggested for

Com onent areas . . . .
p Total in 1nc1u51on 1n

 

 

 

 

area a hypothetical
program
Management Function Number

Goals and Objectives 11 11
Evaluation 10 10
Planning 8 8
Control 8 8
Human Relations 6 6
Communications 5 5
Role Definition 5 5
Management Participation 4 4
AtmOSphere 4 4
Change 8 5
Standards 6 4
Size 4 2
Individual Differences 3 2

Totals 82 74

Agriculture Technology Number
Agricultural Mechanics 12 9
Craps and Soils 12 9
Livestock Enterprises 9 2
Agricultural Economics 5 2

Totals 38 22

 

157

Individual items, totaled 120, of which 38 were in Agriculture
Technology, and 82 were in the Management Function component areas.
Items within each area were placed in rank order of means of Expert
Managers' responses on a five-point scale. The scale used gave a
value of 4 to "Very Important," 3 to "Important," 2 to "Of Unknown
Importance," l to "Of Little Importance," and 0 to "Of No Importance"
for success in relation to small, rural agribusiness management.

A one-way multivariate analysis of variance was used to test
for significant differences in mean responses rrom Expert Managers
versus Other Managers, Agriculture Teachers, Professional Management
Educators, and Other Professional Workers. No significant differences
were identified between any of the groups tested, on any of the
seventeen component areas, except the following: Expert Managers
were different (at the .05 level) from Other Managers in the Com-
munications Area; Agriculture Teachers in Human Relations; Pro-
fessional Management Educators in Human Relations, Management Par-
ticipation, and Agricultural Mechanics; and Other Professional
Workers in the Size area.

With provisions for handling individual differences, future
preservice education programs based upon the Expert Managers' per-
ceptions of relative importance of individual items should be able
to meet most of the managerial education needs of people entering any
of the fifteen types of small, rural agribusinesses; and/or teaching
about the management of such agribusinesses.

Both means, and percentages of reSponses of Expert Managers

in the "Very Important," and "Important" categories relative to

158

perceived importance of future training in all items were used to
establish two lists of items in rank order. Benefits of using the
list based upon percentages of tOp category responses, in preference
to use of means were discussed.

Means were tested for significant differences on Expert
Managers' perceptions of importance of future training in all
component areas, compared with each of the other four groups'.

Expert Managers' perceptions were found to be different from Pro-
fessional Management Educators' in the area of Planning; and dif-
ferent from perceptions of Other Professional Workers' in Crops
and Soils. In all fifteen of the remaining areas, comparisons of
perceptions of all groups revealed no significant differences.

With provision for individual differences, which may exist
within groups, an educational program planned to meet perceived needs
of all rural groups studied can be based upon items ranked in order
of relative importance as perceived by Expert Managers. Since the
other rural groups did not differ significantly from Expert Managers,
programs based upon perceptions of the other rural groups would also

appear to meet the needs of Expert Managers.

CHAPTER V

SULMARY, CONCLUSIONS, IMPLICATIONS, RECOMMENDATIONS,

AND SUGGESTED FURTHER STUDY

SUMMARY

Introduction

 

The purpose of this study was to develop a rank-ordered list
of required managerial and agricultural technology areas of concepts
and/or competencies common to various types of small, rural agri-
businesses; and needs for future training as perceived by individuals
providing training for, or managing such businesses. This information
was established as one basis for future education program planning of
both preservice and in-service nature.

Over 90 percent of small business failures had been attributed
to management errors by experts in business management. A review of
literature failed to identify any list of requirements for success in
training for, or managing small, rural agribusinesses. However, twelve
elements or sensitivity areas within communications in management,
and four broad categories of agricultural technology had been identi-

fied as needed for management of agribusinesses of various types.

Design and Methodology_

 

Using the communications category as one sub-division,

along with the other elements or sensitivity areas, to make up the

159

160

management function, along with the four agricultural technology
areas involved in various agribusinesses, a search of literature was
made to identify concept and/or competency items within each category.
Since the term "sensitivity area" was found to be too restrictive to
include many of the competencies in each area, a more general term--
component area-~was used as a basis for sorting items.

Each competency item deemed by various authors as being part
of, or required for, success in management was placed in one of the
categories, thus becoming part of a Specific component area. The
four agricultural technOIOgy areas were: Agricultural Economics,
Agricultural Mechanics, Crops and Soils, and Livestock Enterprises.
The thirteen management component areas were: Goals and Objectives,
Planning, Role Definition, Individual Differences, Control, Management
Participation, Human Relations, Communications,Atmosphere, Size,
Change, Standards, and Evaluation.

Following initial exposure to a group of agricultural education
graduate students, and a joint meeting of Agricultural Education State
Department Consultants, and Michigan State University Agricultural
Education faculty members, a prOposal for research was approved for
partial funding by the Michigan Department of Education.

An instrument was designed using the seventeen categories,
under which specific items were placed. Two basic responses were
requested for each item under each component area. People were asked
to check the most apprOpriate response indicating their perception
of how important each item was for their personal success in relation

to small, rural agribusiness management. Secondly, they were asked

161

to indicate the degree of importance of their personal need for future
training on each item. Alternative responses were valued at
4=Essential, 3=Very Important, 2=Important, l=Of Little Importance,
and 0=Of No Importance. Provision was made for suggestions for
changes, prior to administration to a jury of experts. The jury con-
sisted of two groups--managers of small, rural agribusinesses and
Professional Management Educators. At least 50 percent of both

groups agreed that items in each of the seventeen component areas were
required for their personal success related to small, rural agri-
business management. Demographic information was called for on the
instrument, which could be used to secure background information and
help sort respondents into one of five separate groups.

The instrument was administered to peOple attending a series
of group interview meetings held at different locations in Allegan
and Branch counties. Those participating in this series of meetings
were selected as potential expert managers. Each of three vocational
agriculture teachers and the extension service director from both
counties were asked to identify two other community leaders. The
resulting twelve people were all asked to name and invite to meetings
from one to three people perceived to be the most successful managers
of the types of business managed within fifteen types of production,
and/or supportive small, rural agribusinesses.

Each person attending one of the meetings was asked to complete
the instrument, and where suitable, make suggestions for changing it

to improve its clarity, completeness and accuracy.

162

Those who met all criteria for being considered Expert
Managers were included in the jury of experts. Those in attendance
who did not meet jury qualifications were used as a field test group
similar to those ultimately included in the sample.

Simultaneous to administration of the instrument to the
group meetings in the two counties, the same instrument was adminis-
tered to people on the Michigan State University faculty, who held
joint appointments as college and extension workers. These people
were contacted by pre-arranged appointments at their offices, given
instructions, and asked to complete the instrument for later
collection.

Thirty-one Expert Managers and twelve Expert Professional
Management Educators were identified and used in the above process.
Their suggestions were noted, and considered, along with those of
an advisory group of agricultural education graduate students. A
final draft of the information collection instrument incorporated
several refinements and alterations. One change was in the titles
of categories of alternate responses. The top three response alterna-
tives were changed from "Essential," "Very Important," and "Important"
to "Very Important," "Important," and "Of Unknown Importance."

A total of 120 items, 38 of which were in Agricultural
Technology, and 82 were in Management Function Component areas, were
included in the seventeen areas on the instrument used. The final
draft of the instrument (Appendix E), was administered to five groups
of respondents. They were: Expert Managers, Other Managers,

Agriculture Teachers, Professional Management Educators, and Other

163

Professional Workers--a11 of whom had roles related to small, rural
agribusinesses.

Three procedures were utilized to collect information.
First, potential participants were identified by agricultural leaders
in Allegan and Branch counties. Each person identified, was invited
by one of three vocational agriculture teachers in each county, to
attend one of a series of group interview meetings. To secure at
least one person in each of the five groups representing each of the
fifteen types of agribusinesses, follow-up personal interviews were
made. Two managers from each type of business were selected to
contact. Each one contacted was asked to complete a form, following
a briefing on the purpose and procedures to be followed. Some
contacts were pre-arranged, while others were unannounced visits
to the managers‘ places of business. Agriculture Teachers and Other
Professional Workers were interviewed in the same manner as were
managers. Professional Management Educators were personally con-
tacted at their offices in either unannounced, or pre-arranged visits.
After collected, information was transferred to key-punch cards,
checked for accuracy, and analyzed electronically. Frequency dis-

tributions and percentages of reSponses were obtained.

Findings

The component areas were placed in rank order according to per-
centages of Expert Managers' reSponses falling within the t0p two re-
sponse alternatives. The seventeen component areas ranked in order,
from highest to lowest, were: (1) Communications, (2) Goals and Objec-

tives, (3) Management Participation, (4) Human Relations, (5) Planning,

164

(6) Standards, (7) Individual Differences, (8) Role Definition,
(9) Evaluation, (10) Size, (11) Atmosphere, (12) Agricultural
Mechanics, (13) CrOps and Soils, (14) Change, (15) Control,
(16) Agricultural Economics, and (17) Livestock Enterprises.

The individual items within each area were also ranked
according to mean reSponses of Expert Managers, and are shown in
Appendix F. Comparable data for each item from all of the other
four groups were shown for comparisons.

Significant differences between mean reSponses of Expert
Managers and each of the other groups were identified by a one-way
multivariate analysis of variance of mean responses. At the .05
level, Expert Managers differed from: Other Managers in the impor-
tance of Communications; Agriculture Teachers in Human Relations;
Professional Management Educators in Agricultural Mechanics, Manage-
ment Participation, and Human Relations; and Other ProfeSSional
Workers in the Size Component area. Thus, of the four rural based
groups, Expert Managers and the other three groups showed only three
areas in which differences were significant. The only group differing
from Expert Managers in more than one area were the Professional
Management Educators, who were different in three of the seventeen
areas.

Mean responses of each of the five groups of participants as
to how important future training was perceived to be were computed
on separate items, within each area. Items were ranked in order of
mean reSponses of Expert Managers, and are shown in Appendix G, with

means of the other four groups included for comparisons. If desired,

16S

those rankings may be used as a basis for planning training for the
future. However, means have less value as a basis for planning,
compared with percentages of responses falling within the upper two
alternates-~"Very Important" and "Important." Percentages of these
t0p two responses as to the degree of importance placed upon future
training on each item were ranked within each component area according
to the Opinions of Expert Managers. Similar percentages of responses
from the other groups were also reported. These findings were
included as Appendix H.

One example cited to illustrate the differences between
ranking on the basis of means, as compared with percentages of
responses in the top two categories showed one item having 64.7
percent of the responses in the tap two categories, while a different
item with an identical mean--2.23--had only 52.9 percent of responses
in the top two alternate categories. Ranked on the basis of means,
these two items would have equal rank, yet nearly 12 percent more
responses were "Very Important," or "Important" for one item than
for the other item. This clearly shows that percentages are more
discriminatory and, therefore, more accurate than means as a basis
for ranking for future in-service educational program plans.

While means were not considered as beneficial as percentages
upon which to base in-service program planning, they were useful in
identifying differences between groups of respondents. Differences
were significant at the .05 level in only two cases. Professional
Management Educators differed from Expert Managers on importance of

future training perceived to be needed in the area of Planning.

166

Other Professional Workers' perceptions differed from those of Expert
Managers in the area of Crops and Soils. No significant differences
were identified between Expert Managers and Other Managers, or
Agriculture Teachers. Other Professional Workers were not found
different from Expert Managers in their perceptions of importance

of future training in any of the Management Function component

areas.

For purposes of example, of how findings may be used, all
items for which future training was perceived to be at least "impor-
tant" for future success by 50 percent of any one of the rural groups
were selected as a basis for planning a hypothetical in-service
education program. That program would include 74 Management Function
items (from a total of 82), and 22 Agricultural Technology items
(from a total of 38). Thus, in this example, 96 items would be
included from a total of 120 items.

CONCLUSIONS, IMPLICATIONS, AND
RECOMMENDATIONS

Despite differences in backgrounds, such as work and educa-
tional experiences, the Expert Managers and Professional Management
Educators on the jury of Experts were in agreement that all seventeen
component areas within agricultural technology and the management
function are required for success in performing their reSpective
roles relative to small, rural agribusiness management. Being unable
to locate any more accurate measures of requirements for success, the

conclusion was reached that the opinions of expert managers appear

 

167

to be a sound basis forplanning future educationalprpgrams for pp-
grading small,_rural agribusiness management.

Not only managers, but educators, and various levels of
employees of small, rural agribusinesses require some agricultural
technology and managerial competencies, or at least knowledge about
certain concepts according to former studies and findings of this
study. Most individuals who require managerial, and agricultural
technological concepts and/or competencies, did not complete college,
or in many cases even high school courses, in this subject. Those
aSpects of agribusiness management which are required for success have
been obtained from some other types of training in the past. Most
training was obtained through trial and error (on-the-job, self-
taught), or from employers (in-service, on-the—job) as reported by
reSpondents.

Experts in the field blame managerial errors for over 90
percent of small business failures. Other studies have implied or
shown that management concepts are poorly or not understood by small,
rural agribusiness managers. Both Federal and State policies call
for provision of training or education required for entry into, and
improvement in their chosen fields for all individuals. It is there-
fore recommended that both preservice and in-service managerial
education based upon the seventeen component areas identified by the
jury of experts in this study be made available to all persons who

plan to be, or already are employed by small, rural agribusinesses

in Michigan.

168

Agriculture Teachers, Professional Management Educators, and
Other Professional Workers as well as Managers in this study indicated
needs for both Agricultural Technology and Management Function
component area items for success in their respective roles related
to small, rural agribusiness. Other non-managerial agricultural
workers in agribusinesses were found (in other research) to require
managerial competencies. Few have received formal training in this
field of study. Based upon these findings, it is recommended that
courses should eventually be made available at the secondary (high_
school) level in the field of small, rural_agribusiness management as
one alternative elective for all rural high school students.

A shortage of teachers who are qualified to teach in this
field was cited as a reason more courses have not been offered in
Michigan in past years. The relatively few sources of former training
identified by educators in this study as perceived to be helpful,
either for management or teaching management of small, rural agri-
businesses tends to support the statement that qualified teachers are
not available in this field of study. Further, a majority of those
Professional Management Educators involved in this study indicated a
lack of adequate former training in management, and that future
training in the field was important or required for their future
success. It is therefore recommended that immediate steps be taken

to establisb_goals, objectives and evaluation techniques,_create

 

'plans for, and implement a recruitment program to secure expert

managers of successful small, rural agribusinesses for an educational

 

program havingemphasis upon educational techniques,desigped to

 

169

provide participants with qualifications for teacher certification.
This would be a means of quickly securing people who can assist in
the develOpment of future programs of education for others involved.
It is further recommended that certification eligibility should
include courses based upon the component areas identified as required
for success both for educators of, and mapagers of small, rural

agribusinesses.

 

Even expert managers, who have been prepared to meet teacher
certification requirements, will not have been "field tested," or
proven capable of successfully directing the learning by their
students. Assuming they have proven their own capability as managers,
and have been certified to teach, they will still have to be pioneers
in develOping successful educational programs.

Evidence was cited which indicated that educators and laymen
working together develOp better educational programs than does either
group working alone. Use of citizens' advisory committees to help
establish objectives, plans and evaluation for vocational education
has been a successful practice for many years in many programs.
Advisory committees are called for at both national and state levels,
if local programs are to be eligible for reimbursement. It is there-
fore recommended that educational administrators and instructors
utilize citizens' advisory_committees to help_establishprograms of
education foregribusiness management at all levels,pfrom high school
through graduateprograms at university level. Such advisory groups
should include experienced workers, manggers, educators from other

disciplines, current (and former students, where available) as well

170

as potential employers of enrollees. These types of individuals have
been recognized as beneficial, not only in advisory capacity, but
also as co-workers in providing educational experiences for students.
Respondents in this study verified a commonly held belief
that actually doing a job is the best type of training (pp. 98-99).
However, they also recOgnized that future formal education in both
agricultural and management component areas are important to their
future success relative to small, rural agribusiness management.
Therefore, it is recommended that all educationalprpgrams desigped to
improve manggerial competencies in small,rural agribusinesses should
include actual work experience under supervision of those trained to
guide, supervise and direct the learnipg_experiences of trainees in
pgpggerial activities, includipgppeachers ofagriculture and other
disciplines,_as well as managers of businesses in which students

receive training.

 

In addition to identifying areas of competencies required for
success, some method was needed for setting priorities, and deter-
mining levels of need for various areas to be included in future
educational offerings. The findings of this study showed that Expert
Managers' Opinions as to the relative importance of items within each
component area were not significantly different from those of the
other three rural based groups in more than one area each. Even the
Professional Management Educators (deSpite their drastically different
backgrounds, and relatively little work experience in small, rural
agribusinesses) only differed from Expert Managers on three of the

seventeen component areas. Since there were relatively few areas

171

where differences occurred between compared groups, and Expert
Managers were recognized as being successful in their roles, it was
concluded that the rankingof component areas, and items within each
area in order of importance as perceived by Expert Managers is a
suitable basis for establishipg;priorities or relative importance for
preservice educational progrgms.

Both means of all responses of Expert Managers, and combined
percentages of the tap two alternative responses--"Very Important"
and "Important"--were determined. Evidence was shown that, although
ranking could be accomplished using means, the use of percentages
of high alternative responses allowed greater discrimination and
accuracy than means, as a basis for ranking. It was therefore
concluded that while both means andpercentages were reperted, per-
centages were_preferable to means as a basis for settipgpriorities
for future educational prggpgm planning,

Based upon these two conclusions, it is recommended that
priorities for preservice manggement educational prpgrgms be based
upon percentages of the top two reSponses--"Important" and "Very
lmportant"--by Expert Managers as to how important individual items
within each of the component areas were perceived to be. These per-
centages can be found in the companion report by Meaders and Ferguson.

Taking into account the varied past educational and work
histories as well as current employment status and other differences
within groups, determination needed to be made as to whether or not
one of these diverse groups differed from another in perceptions of

importance of future education in the component areas studied. The

172

findings showed that only two groups differed significantly (on one
component area in each case) from Expert Managers. Responses of
Professional Management Educators differed from Expert Managers' on
Planning. Other Professional Workers' responses on Crops and Soils
differed from tnose of the Expert Managers. Other Managers and
Agriculture Teachers did not differ from Expert Managers on any of the
component areas.

Numbers of individuals within each group being relatively
small, gave weaker support for generalizations than was desired at
the outset of the study. However, the groups were composed of very
carefully selected individuals deliberately chosen to provide as
much diversity as possible within each group involved in education
for, or management of a wide variety of small, rural agribusinesses.
The vast majority of all respondents (regardless of other diversities)
recognized common needs for future management training for their
personal success. Similarities greatly outnumbered differences between
perceptions of the five groups. From these findings it was concluded
that where differences were not foundr individuals from the various

groups havipgsimilarperceptions of needs should be able to be

 

grouped together for in-service educational programs based upon

concept and/or competency areas recogpized as required for success in

 

performing_roles related to small, rural agribusiness management.

In other words, if their personal perceptions of need for
management training are similar, people involved with any and all
types of small, rural agribusinesses may be mixed for training in the

management function. Even if one individual sells crap production

173

supplies and another person processes livestock products, for example,
they might both perceive a need for future training in evaluation
techniques to apply in the management of their respective businesses.

Since there are relatively small numbers of any single type
of business in a small, rural community, it is recommended that
personnel from apy and all types of small, rural agribusinesses be
considered to be favorable prospects for in-service training programs
on management. Potential, as well as current managers should be
included.

To help assure continuous attendance and prolonged interest
in educational programs, sociometric grouping of individuals who
mutually indicate a desire to share participation in the program has
been snown to be beneficial. Mutual perceptions of needs for Specific
educational program content appears to be common to a majority of
respondents in this study, but in certain cases differences in per-
ceptions of need for future management education were identified.
However, the possibility exists that within any one community a group
of individuals from many types of businesses have mutual perceptions
of needs for managerial training and a desire to share that training
with other specific individuals in the same community. Other situa-
tions, such as mutual needs for training combined with lack of desire
to share in the same program with some other community residents may
also be present.

It is recommended that a pre-test instrument be administered
to potential enrollees, who not only identify their perceived needs

for specific content, but also identify mutually desired participants

174

in proposed small, rural agribusiness management in-service educational
programs. If such a practice was to be followed, it might prove to

be an excellent means of recruiting enrollees, while simultaneously
helping to identify the course content, and establish priorities for
unique programs which would meet the needs of those participating.

This could facilitate establishment of program goals, aid in planning,
and offer guides to evaluation of proposed educational programs as

well as aid in assuring continued participation by enrollees.

In addition to the above benefits, the procedure of pre-testing
could help identify areas of differences within the potential parti-
cipants. Thus, for example, a group of young relatively inexperienced
employees, holding skilled jobs, and/or supervisory positions might
share a desire to form one "class" or group. An older group of
managers might form another group with mutual interests. Another
situation might arise where mixed ages of individuals with mixed
employment status might be found to hold similar perceptions of need
and desire to share in yet another type of program. Since all indi-
viduals in a given community usually cannot be included in a program
simultaneously, information such as discussed above would be a
logical basis for selecting enrollees for each new "class" or group
organized, with perhaps one new group being organized annually, or
every two or three years, as needs dictate. Even within any one
"class" or group, individual differences, once identified, could be
dealt with on an individual, or small group basis, within the overall

framework of the "class" activities.

175

In developing individualized learning programs, a matrix
similar to the one developed by Yagi and others, as discussed in
Chapter 11, could be used to categorize the various concepts and/or
competencies required at each level of functioning, across activity
areas, and involving one of the three learning domains Yagi called
individual characteristics--skills, knowledge, and attitudes. This
three-dimensional matrix could aid in stratifying items within any of
the seventeen component areas used in this study. Without changes
in the Yagi matrix, it could apply to all levels of employment, and
educational stratification.

One alternative approach would be to change the levels on
the matrix from "levels of functioning," to "levels of employment"
including such labels as: "Preservice," "Entry and Unskilled,"
"Skilled," "Supervisory," and "Managerial." The first alternative
would lend itself more readily to in-service educational programs
designed to include participants from different levels of employment
than would the second alternative. The second alternative may have
merit for establishing priorities for various concepts and/or
competencies at different stages of employment for planning long-
range future educational programs designed to gradually prepare
people for career development throughout their lives.

Some degree of competency, or knowledge in the management
function has been shown to be expected of entry level workers and
others in non-managerial roles. Many individuals do not get
involved in higher education. Therefore, the identification of

specific concepts and/or competencies suited to various levels of

176

education appears to be called for in designing future management
education prOgrams. To accommodate this rationale, perhaps another
alternate change in the matrix could include such levels as:
"Elementary," "Secondary," "Post-Secondary," and "Adult Continuing"
education levels.

The above discussion indicates a need for further study.
Additional information is needed relative to the potential appli-

cations of findings of this study in educational program development.
SUGGESTED FURTHER STUDY

Due to the present lack of a proven theory of management
for small, rural agribusinesses, further study is suggested to attempt
to supplement, refine and test the findings of this study. In the
initial stages of establishing future educational programs designed
to improve small, rural agribusiness management, various approaches
should be utilized, preferably under controlled research-oriented
conditions, but at least on a trial and error basis, for evolving a
workable approach to program development.

Based upon interpretations of the review of literature,
and the results of procedures used and findings of this study, the
following suggestions are made:

1. Identification of Space intervals between items (and veri-
fication of rankings of items) should be determined for each
component area, and between areas, by a follow-up study
involving a state-wide sample, large enough to allow use of
more accurate statistical treatments than were used in this

study.

177

Various approaches to teacher education for future small,
rural agribusiness management teachers should be develOped
and compared as to their relative effectiveness and
efficiency in alleviating the current shortage of teachers in
the field. At least two approaches should be considered.

A group of carefully selected, presently certified agri-
culture teachers should be given in-service education
covering the Management Function component areas. Presently,
identifiable expert managers of small, rural agribusinesses
should be given educational certification requirements,
coupled with at least one course dealing with the Management
Function component areas required for success related to
teaching of, and/or management of small, rural agribusinesses.
Following a reasonable trial period, the various teacher

education methods should be evaluated.

To determine the influence of education about the Management
Function upon manager performance, studies should be conducted
which involve managers, their employees, and significant
others in pie-tests, and post-tests associated with manager
education based upon the required management component area

concepts and/or competencies identified in this study.

Influences of factors such as age and past work and educa-
tional experiences upon perceptions of need for future
training in the various aspects of the management function
should be determined to aid in the selection of participants

in educational programs.

178

Refinements should be made in the wording and alternate
responses on any revisions of the instrument used for
information collection in future studies similar to this
study.

First, Specific items should be uniformly worded in
either general or Specific, but not mixed terminology. For
example, a general item as broad as "raising animals,"
probably should not be compared with a specific item such as
"the influence of physical setting on atmosphere."

Another suggested change, which would reduce confusion
for respondents would be to replace "Very Important," and
"Important," with "Essential," and "Very Important" as the
top two reSponse alternatives on the information collection

instrument.

SELECTED BI BLIOGRAPHY

SELECTED BIBLIOGRAPHY

A. BOOKS, MICROFILMS, AND MICROFISCHE

Basil, Douglas Constantine. Executive Development: A Comparison of
Small and Large Enterprise. Minneapolis: UniverSity of
Minnesota, 1964.

Beach, Norton. Public Action for Powerful Schools. New York:
Metr0politan School Study Council, 1949.

Bureau of Business and Economic Research. A Benefit Cost Anaiysis
of the South Carolina MDTA PrOgram. Columbus: South Carfilina
University, 1965.

 

Byram, Harold M. Guidance in Ar icultural Education. Danville:
The Interstate Printers an§r1 Publishers, 1959.

Center for Research and Leadership Development in Vocational and
Technical Education. Summary of Research Findin s in Off-farm
Agricultural Occupations. Columbus: The Ohio State UniverSity,
l 65.

Clark, Raymond M. and 0. Donald Meaders. Function Approach to
Identifyin Curricular Content Appropriate to Vocational-
TEEhn1cal E ucation Programs. EastRLansing: Michigan State
University, 196 .

, and others. Career Opportunities. Unit 1. East Lansing:
M1chigan State University, 1969.

Fowler, Frank Parker Jr., and E. W. Sandberg. The Relationship of
Mana ement Decision Makin ng to Small Business Growth. Fort
CoIlins: Colorado State University, 1964.

Gough, Lowell A. ,and Harold R. Rowe. A Study of Factors Associated
With Outcomes of MDTA Agricultural Educat1onJ Projects inCEhe
Somerset Area. Lexington: Research Coordinating Unit, 1968.

3

179

180

Griessman, Eugene B. (ed.). The Concerted Services Approach to
Develppmental Change in Rural Areas: An Interim Evaluation

Center Research'and Develo ment Re ort No. 1. Raleigh: North
Carolina University, 1968. (ED 024 8235

Gunderson, Orley, and others. An Analysis of Occupationai_Titles and
Competencies Needed in Off-farm Agricultural Supply BuSiness.

Teacher Education Research Series, Vol. 7. (Harrisburg:

Pennsylvania State Department of Public Instruction, 1966).
(ED 023 810)

 

Hamilton, James B., and others. Occupational Opportunities and

Trainin Needs forrégricultural Employment’in SelectedlAreas of
Aiizona. Tucson: ’University of Arizona, 1970.

Hensel, James W. A Planning Studyrto Determine the Feasibility of
§_Research Prgject Concerning_Employment Opportunities and'
Trainin NeEds in Farming_and Off-farm Agricuitural Business
End In ust . Final Report and Proposal for Research.
Columbus: e Ohio State University, 1968.

Mecham, Robert C., and Ernest J. McCormick. The Rated Attribute
Requirements of Job Elements_in the Position Analysis
Questionnaire. Lafayette: Purdue University, 1969. (VT 007 997)

 

Mondart, D. L., Jr., and others. Selected Job Title Description for
Non-farm Agricultural Jobs in LouiSiana. Baton Rouge:
LouiSiana State University, 1967. (ED 019 483)

 

 

Lippitt, Gordon L. Organization Renewal Achievin Viability in a
Changing World. New York: Appleton-Century-Crofts, I969.

Peck, Charles E., and F. L. Denman. Surve to Determine Appropriate
Occupational Pro ams in the Field of Distributive and Marketin
at vaiious Leveipo EducationrrFinal Report, Vol. 1, Relative
Importance and Preparation for Distributive Education SuE‘ect
Area. Seattle: WaEhington University, 1968. (ED 527 4255

 

 

Persons, Edgar A., and Gordon 1. Swanson. Educational Restrictions
to A ricultural Success and the Relationship of Education to

ncome Amon Farmers. Minneapolis: UniverSity of Minnesota,
1966. (ED SID O38).

, and others. Investments in Education for Farmers: Summary
of an Economic Stud of the Investment Effects of Education
in A riculture. t. Paul: University of Minnesota, 1968.
(ED 521 551)

Rolloff, John A. The Develo ment of a Model Design to Assess
Instruction in Terms of Economic Returns and the Understanding.
of Economic Principles. lPth. dissertation:_Ohio State
University, 1966. (ED 024 806)

 

 

 

181

Training and Technoipgy: A Demonstration Manpower Development
Preject Worker Trainingro ram Phase I, Final Report.
Tennessee: Oak Ridge Associated Universities, 1969}

 

 

 

Vocational Advisory Committees. Washington: American Vocational
Association, 1950.

Warren, Richard D. et al. The Experimental Dealer Trainingrogram,
Changes in Knowledge, Attitudes and Performance olearm Supply
Dealers, Chan es in Business Firms. Rural Sociology Report
No.455. Ames: Iowa State University, 1967. (ED 018 746)

Wright, W. T. Agricultural Trends in Michigan by Crop Reporting
Districts and Types ofFarming_Areas, 1 49-1 . gr1cu tural
Economics Department Report 81. East Lansing: Michigan State
University, 1967.

 

 

 

_, and D. A. Caul. Michi an's A riculture: Its Income,
Ma*or Products, Location an Chan es, 1959-64. Extension
Bulletin 582. East Lansing: Mic igan State University, 1967.

 

 

Yagi, Kan, and others. The Desi and Evaluation of Vocational
Technical Education Curricula ThroughFunctional Job

Anal Sis. Einal Report, George Was 1ngton university, 1968.
(ED 023 913)

 

 

B. GOVERNMENT DOCUMENTS

Agriculture Education Committee of Office of Education Consultants
on Agricultural Education. Guidelines for DevelOpin Pro rams
in A ricultural Education for the 1970's. WaShington: ngice
of Education, 1970. (Xeroxed.)

 

Michigan. Department of Education. A Guide for Preparin Courses of
Instruction in Vocational Agriculture inlMiEhi an. Iletin
No. 2151, Rev. Lansing: Department of Education, 1970.

. Department of Education. A Tentative Plan for the
Develppment of Area Vocational Education Centers in Michigan.
Lansing: Department of Education,l97U.

 

 

State Board of Education. Annual Descriptive Report of
the Division of Vocational Education. Lansing: Department of
Education, l967.

 

 

 

State Board of Education. State Plan for H1 her Education
1n ichigan. Lansing: Department ofEducation, l§7O

182

U.S. Bureau of the Census. Census of Agriculture, 1964: Statistics
for the State and Counties, MiChi an. iVol. I. WaShington:
Government Printing Office, 1967.

 

 

. Bureau of the Census. U.S. Census of Pppulation: 1960,
N mber of Inhabitants, Michi an. FinaluReport PC lI)--24A.
WVhington: Government Pr1nt1ng Office, 1961

 

. Bureau of the Census. U.S. Census of Pppulation: 1970,
Number of Inhabitants. Final Report PC (l)--A24 Michigan.
Washington: Government Printing Office, 1971.

 

. Congress. Senate. Select Committee on Small Business.
SM 11 Business Failures: Mana ement Defects HeldiLar e1
Responsible. Hearing, 87th Cong., 2nd Sess., June 2 , 62.
WaShihgton: Government Printing Office, 1963.

 

 

. Department of Health, Education and Welfare. Office of
Education. Vocational Education: The Bridge Between Man and

His Work. WaShington: Government Printing 0 1ce,

 

Office of Education. Vocational Education Bulletin Number
One, Administration of Vocational Education--Rules and Regula-
tions. WaShington: Government Print1ng Office, l966.

 

. Small Business Administration. §BA Business Loans for
Small Firms. Washington: Government Printing Office, I962.

 

 

C. JOURNALS AND PERIODICALS

"Adult Education Backed," State Journal [Lansing], April 28, 1971.

 

"Agricultural Education, the Department of Practical Arts and
Vocational- Technical Education," Missouri Agricultural Education
Bulletin, XXIV, 4 (1971), 77.

Borosage, Lawrence. "A Basis for Viewing Communication," The
National E1ementary_Prinsipal, May, 1962.

Brandon, George, and Rupert Evans. "Research in Vocational Education,"
Vocational Education, Chicago: University of Chicago Press,
1965.

 

Clark, Raymond, and William Householder. "Important Areas of Non-
farm Agricultural Occupations," The A ricultural Education
Magazine, XXXVII (Jan., 1965), 169 7D

 

Crum, Dwight R. "Implications for Planning Vocational Education
Resources," American Vocational Journal, XLVI (April, 1971),
26-270

 

183

Face, Wesley L., Eugene R. F. Plug, and Robert S. Swanson. "A
Conceptional Approach to the Study of American Industry,"
The American Vocational Journal, XL (March, 1965), 15-17.

 

Goldstein, Harold. "America's Manpower Needs for the Seventies:
Clues to the Tasks Ahead for Vocational Education," American
Vocational Journal, XLVI (April, 1971), 18-25.

 

Hull, J. H. "Help the Board's Advisory Committee Know Its Place,"
School Executive, LXXIII (June, 1954), 62.

 

Lawrence, C. M. "A Total Pragram to Meet the Needs of Agriculture
Industry," American Vocational Journal, XLVI (April, 1971), 40.

 

Persons, Edgar, and George Copa. "Have You Counted Your Clientele
Lately?" The Visitor, LIX, 12 (1972), l.

 

Shoemaker, Byrl. "Involving the Community in Needs Studies and
Program Development," The National Association of Secondary
School Principals' Bulletin, XLIX (May, 1965), 1131 .

 

 

Swanson, Gordon. "The American Challenge," The Visitor, LVII
(1970), 1-2.

 

D. UNPUBLISHED WORKS

Albracht, James Joseph. "A Process for Determining Vocational
Competencies for the Performance of Essential Activities by
Sales Personnel in the Feed Industry, and Loci at Which the
Competencies Could be Taught." Unpublished Doctor's
dissertation, Michigan State University, 1966.

Binkley, Harold. "Diversified and Individualized Programs in
Agribusiness." Paper presented at the Central States Seminar
in Agribusiness Education, February 9, 1971, Chicago, Illinois.
(Mimeographed.)

Gleason, William E. "Functions of Industry Approach to Curriculum
for Vocational Education." Unpublished Doctor's dissertation,
Michigan State University, 1967.

Gregory, Francis A. "Manpower-Development Services and the Pe0p1e
of Rural Communities." Paper presented at the National Working
Conference on Solving Educational Problems in Sparsely Popu-
lated Areas, March 17-19, 1969, Denver, Colorado.

McKinney, Floyd Lee. "Citizens Perceptions and Professional Education
Expectations Regarding the Vocational Citizens Advisory
Committee." Unpublished Ph.D. dissertation, Michigan State
University, 1969.

APPENDICES

APPENDIX A

INTRODUCTORY LETTER TO EDUCATORS

IN BRANCH AND ALLEGAN COUNTIES

APPENDIX A

INTRODUCTORY LETTER TO EDUCATORS
IN BRANCH AND ALLEGAN COUNTIES

TO: Agribusiness and Natural Resource Educators
Allegan and Branch Counties

Gentlemen:

The trend to fewer and larger businesses in agriculture has been a
matter of concern for many of the leadership groups in agricultural
education in Michigan. The concern has focused, in part, on the extent
to which the managers of agricultural businesses (such as farms; agri-
cultural machinery sales and service; feed and fertilizer supplies; and
marketing groups for grain, fruit and livestock) are provided with
opportunities to up-date and modernize their management concepts.

The present project is one which deals with identification of manage-
ment concepts which are essential for agribusinesses in rural areas,
and the identification of the concepts for which managers of small
agricultural businesses in rural areas believe they need additional
help.

The project is being financed and conducted by Michigan State Univer-
sity in cOOperation with the Michigan Department of Education. Staff
members in the College of Education are working in c00peration with
persons in the College of Agriculture and Natural Resources to imple-
ment the project, with special emphasis being given to case studies in
Allegan and Branch Counties.

Your assistance on the project will be greatly appreciated. Mr. Gordon
Ferguson, a research assistant on the project (and formerly a teacher
of farm management to adult farmers in Minnesota), is conducting the
field studies to determine:

1. Outstanding managers of agribusinesses,

2. Opinions of selected managers about importance of managerial
concepts, and

3. Need for managerial instruction.

Sincerely

0. Donald Meaders, Professor
Coordinator of Agricultural Education

184

APPENDIX B

SAMPLE OF INSTRUCTIONS TO COUNTY EDUCATORS
FOR IDENTIFYING POTENTIAL EXPERT MANAGERS
AND INVITING THEIR PARTICIPATION

IN THE STUDY

APPENDIX B

SAMPLE OF INSTRUCTIONS TO COUNTY EDUCATORS
FOR IDENTIFYING POTENTIAL EXPERT MANAGERS
AND INVITING THEIR PARTICIPATION
IN THE STUDY

TO: Branch County Agri-business and Natural Resource Educators
FROM: Gordon Ferguson

SUBJECT: Instructions and materials for providing lists of names,
addresses, and phone numbers of "Agri-business jury of
experts" candidates, and mailing invitation letters to those
candidates.

Enclosed are six copies of the forms for identification of agri-business
managers who are potential "experts" in managing their specific types
of businesses. Will you please do the following?

1) Contact the president of your local chamber of commerce, and the
one bank manager in your community who you believe is most
knowledgeable about agri-business managers in your county.

2) Try to solicit these two individuals as assistants in identifying
their selections of "expert" candidates.

3) Prepare and return one copy of your own list, keeping one copy to
use in contacting those you identify.

4) Provide the banker and C. of C. president with 2 copies (each) of
the forms for identifying "expert" candidates.

5) Ask them to return one copy of their list of identified "experts"
to me, in the self-addressed envelope provided.

6) Sign and send the enclosed letters to the individuals you have
identified as "experts" using the stamped envelopes attached.
(Hold any unused stamped envelOpes and I'll collect them for
later use.)

7) Ask the banker, and C. of C. president to sign and mail the

letters to those individuals they identify using envelOpes
provided.

185

APPENDIX C

SAMPLE INVITATION LETTER SENT TO POTENTIAL

PARTICIPANT AGRIBUSINESS MANAGERS

APPENDIX C

SAMPLE INVITATION LETTER SENT TO POTENTIAL
PARTICIPANT AGRIBUSINESS MANAGERS

Mr. John Doe
Route 3
Hamilton, Michigan

Dear Mr. Doe:

As a manager of an agricultural business, we would like to have an
Opportunity to get your opinions about WHAT IS IMPORTANT FOR SUCCESS IN
MANAGEMENT OF AN AGRICULTURAL BUSINESS.

You have been suggested as a person whose opinions about management
would be important to our research project. The project is under the
joint Sponsorship of the Michigan Department of Education, Michigan
State University, and the local agricultural educators. The project,
being conducted in Branch and Allegan counties, is attempting to pull
together information about the nature of management concepts which may
be needed by managers of agricultural business.

We would like to have you meet with us for a short time at one of the
dates and places listed below to give us your opinions:

 

Place Time Day Date

Fenville, M.S.U. Exp. Farm 10:00-11:30 a.m. Thurs. Feb. 18

Hopkins, Vo. Ag. Class Room 3:00-4:30 p.m. Thurs. Feb. 18

Hamilton, Vo. Ag. Class Room 7:30-9:00 p.m. Thurs. Feb. 18

Alle an, Griswald Auditorium 8:45-10:15 a.m. Friday Feb. 19

Wayland, Alften Bros. Implement 10:45-12:15 a.m. Friday Feb. 19
Conf. Rm.

We will appreciate your assistance.

Sincerely,

 

 

Dr. 0. D. Meaders Local Agricultural Leader
Coordinator of Agricultural Education
Michigan State University

 

ITitle

 

 

Gordon E. Ferguson Address
Project Research Assistant
Michigan State University

186

APPENDIX D

SAMPLE LETTER TO COOPERATING COUNTY AGRICULTURAL
LEADERS REQUESTING ADDITIONAL NAMES OF
POTENTIAL PARTICIPANTS AND ARRANGEMENTS

FOR THE SECOND SERIES OF

GROUP INTERVIEW MEETINGS

APPENDIX D

SAMPLE LETTER TO COOPERATING COUNTY AGRICULTURAL
LEADERS REQUESTING ADDITIONAL NAMES OF
POTENTIAL PARTICIPANTS AND ARRANGEMENTS

FOR THE SECOND SERIES OF
GROUP INTERVIEW MEETINGS

DATE: March 8, 1971

T0: Cooperating Agricultural Leaders
Branch and Allegan Counties

FROM: Gordon E. Ferguson, Agribusiness Management
Education Research Project

SUBJECT: (1) Identification of potential survey respondents
(2) Arrangements for group interviews of reSpondents

More agribusiness managers need to be identified and invited to
participate in our agribusiness management education program develOp-
ment study. Will you please continue to assist in this work?

We have what appears to be a fairly good list of those who are above

average managers in each of the areas in our study, with the foIlowing
exceptions:

(l) Forestry managers (tree farm, and related types of businesses
producing forest products).

(2) Some types of recreation units, (or at least individual
managers names) haven't been identified specifically as a
resort manager, golf course manager etc. (Some businesses
have been identified, without the managers name.)

(3) General supportive agribusinesses are not very diversified.
For example, we do not have any lawyers, tax consultants,
few insurance agents, and similar supportive managers
identified. Can you add a few in these categories?

In addition to the more than 300 individuals you have very graciously
identified as being above average, we now need the other half of the
pOpulation--those who are perceived to be "below average." This group
is a little more "sticky" to get at.

We have the following suggested procedure we are asking you to assist
in:

187

188

We in no way want to have any one individual identified as a failure,
or in any way threatened by being asked to participate--yet we want
all types of managers included. We think this can be accomplished

by including invitations to some newly identified "above average"
managers in the above categories--lawyers, recreation, etc.--in the
same lists of people, so that those considered to be "below average"
aren't separated out from the rest. We will also invite those who did
not attend one of the first series of meetings, to attend the second
series, thus getting more of the "above average" group to join the
"below average" group. Will you please list several poor managers or
people you perceive to be near bankruptcy, or who must do something
drastic to become "successful" by standards you use to measure success?

Please hold this list in confidence until I can arrange an appointment
and get to talk to you personally. I'll try to see each of you
sometime between March 12 and 19.

Due to delays in getting the "experts" (on and off campus), to respond,
I have to delay the second series of meetings until after the state
FFA convention. We should try to arrange a schedule of group inter-
views for the weeks of March 29 to April 9.

APPENDIX E

SAMPLE OF THE FINAL DRAFT OF THE INSTRUMENT

USED TO OBTAIN RESPONSES FROM RESPONDENTS

APPENDIX E

SAMPLE OF THE FINAL DRAFT OF THE INSTRUMENT
USED TO OBTAIN RESPONSES FROM RESPONDENTS

1971
Michigan State University
Agribusiness Managerial And Management Training Need Survey

I. EERSONAL INFORMATION

 

 

(I) A' Location B. Individual respondent No.
Ignore all numbers in parenthesis in the margins. (leave blank)
Home Phone:
Name:

(5) C.

(6) Elementary and secondary;

MAJOR I TYPE or DEGREE OR
INSTITUTION RECOGNITION PERIOD ATTENDED
(7-10) From To
(ll-14) " "
II T
(IS-18)
(19-22)

List most helpful training received:

List any formal, or informal training including on-the-job, or other in-
service training which has helped you for (l) performing agricultural busii
ness management duties; or if applicable (2) teacher training or teaching
agribusiness managers. (Use back of page if needed)

YPE OF TRAINING LENGTH OF INSTITUTION PRO- WHEN RECEIVED?

IN AGRIBUS. MGT. TRAINING VIDIN INING
During 2-5 yrs over 5
_pggt yr agp Yrs. aggj
(23-26)
(27-30)
(31-34)

 

v——Office Phone:

 

Home Address:

 

 

Educator or Manager type:

 

 

Present Employer:

 

Business Address:
(if different from home)

D. EDUCATIONAL BACKGROUND

 

 

Circle the last year completed:
0,K,1,2,3,4,5,6,7,8,9,10,ll,12

Formal Post High School Training: (If none print "NONE")

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

189

(35-38)

(39-42)

(43-46)

(h7-49)

(50-52)

(53-55)

(56-58)

1590

 

 

 

1.0. No.
gym-1 op mmmc LENGTH OF INSTITUTION WHEN RECEIVED?
0R TEACHER TRAINING TRAINING PROVIDING
OR rmcumc AGRIBUSI- TRAINING mm“ W" 2 5 y" 0"“ 5

year

ago yrs ago

 

NESS MANAGEMENT

 

 

 

 

 

 

 

A

 

E. WORK-EXPERIENCE RECORD:
periods for the four most recent jobs you have held.

Start with your present job and include all work

 

EMPLOYERS' TYPE OF BUSI-
NESS (identify ag. or
non-ag relatedness)

BRIEFLY DESCRIBE MAJOR TYPES OF
WORK PERFORMED, Describe ag.
or non-ag. relatedness of
duties, (not job titles).

TIME SPENT AT

Place an x in
proper columns
tor eac ioh.

 

Last job (present if now
working)

 

-6 6-12 1-3 over

r0. . yrs 3yrs

 

Next most recent job

 

Next most recent job

 

ext most recent job

 

 

 

 

 

 

 

 

(59-60) F.

(63)

TYPES OF

1591

1.0. No.

BUSINESS

Please check the one(or two) Type(s) of business(es) yours most nearly fits

into.
(such as dairy farm) check it.

If more than 40% of your business resources are used for a type,

If two types each use 40% or more of your
business resources, check two types.

If no one type uses over 40% check

"general production" or "general supportive agribusiness."

PRODUQIION AQRI-BUSIN§§S

Doesn't Apply

General Production Agribusi-
ness

Dairy Farm

Cash Field Crop Farm

Forestry Management

Meat Animal Farm

Nursery and/or greenhouse
Orchard, Fruit and/or Nut Farm
Poultry Farm

Recreation Agribusiness

||||l||||

Truck (vegetable) Crop Farm

AGRIBUSINESS AG
TRAINERS, AND EDUCATORS

If 25% or more of your time is all-
ocated to education activities for
agribusiness management, check the
above types of business which you
serve. Also identify yourself as

an educator for those types by check-
ing the appropriate items below or

to the right.

1. Level of Training Provided by me:
Doesn't Apply

Agribusiness management for
managers

Agribusiness management for

educators only

Agribusiness management for
both educators and managers.

G. SUPPORTIVE AGRI-BUSINESS

Doesn't Apply

(61)

_____General Supportive Agribusiness
_____Crop Marketing Agribusiness
____,Crop Production Materials and/or
Service Supplier
_____Livestock Marketing Agribusiness

Livestock Production Materials
and/or Services Supplier

H.

Type of Training provided by me: (62)

Doesn't Apply

Production agribusiness management

education

Supportive agribusiness management
education

Both production and supportive types

of management education

J. Type of Employer I work for:
Doesn't Apply

(64)

I'm employed by a commercial firm
only (include self employed)

I'm employed by a non-profit agency
or institution only

I'm employed by both a commercial
firm and a non-profit agency or
institution.

1592

l.D. No.: K. Age-

. L. Health Excellent; Good
(65-66)

Fair; or __Poor (67)

3

EMPLOYMENT TOTALS .‘

Record on each line, the total number of years you have been employed: 4_l

_

(68-69) in farming.
(70-71) in an agricultural related commercial business.

 

 

 

 

 

(72-73) in an ag. related, non-profit institution.
(74-75) in an ag. related government agency.
Card II
(5-6) in a non-ag. related commercial business
(7-8) in a non-ag. related, non-profit institution.
(9-10) in a non-ag. related government agency.
(ll-12) as a self employed individual.
(13-14) as a farm manager.
(15-16) in medium or top level managers job (non farm)
(17-18) in a medium or top level managers job for present employer.
N. SELE.E!ALHAIIQN
Using your own standards and measures of "success", how successful are
you? (consider yourself in comparison with others having similar jobs. Also
compare your own past performance with your ideals for complete success.)
Check the most appropriate response to each item.
In my personal life achievement, I'm usually:
(19) very successful; successful; unsuccessful; very unsuccessful.
In my role as , I'm usually:
(20) very successful; successful; unsuccessful; very unsuccessful.

 

 

 

Now please record your opinions about each of the several concepts and/or
areas of knowledge related to agribusiness management. First, determine how
important you believe each item is for success in performing your duties as
a . Record this opinion in the left hand set
of columns. Next record in the right hand set of columns, your opinion
as to how important you believe your need for future training is'for each item.

 

 

 

1593

 

 

I. D. No.
Mark the columns which best express your opinion, For success in perfSrming
using this key: my duties as a

 

how important is:

 

4-very important

 

 

 

3-important each of the my future

2-of unknown importance following? training 1d
laof little importance each of the
O-of no importance following?

 

 

 

II. TECHNICAL AGRICULTURAL AREAS

 

A. Agricultural Economics is the social science concerned chiefly with the
description and analysis of production, distribution, and consumption of
agricultural goods and services within the over all structure of world-
wide society.

 

 

——-——————-————-——-1——-— -—T
1. In performing my role in my business or organiza-
tion, knowledge of world-wide effects of basic

economic principles such as "laws" of supply and
de_r_n_a_lndis; 4321043210
2. Influence that government involvement in the produc-
(23-24) tion, distribution and consumption of goods and ser-
vices has on my activity is: 4 3 2 1 0 4 3 2 l O

 

 

(21-22)

 

 

' 3. The influence of social factors, (such as religious
(25'26) beliefs) upon the management of my type of business
or organization is: 4 3 2 1 O 4 3 210
4. The influence of traditional, (or customary) cultural

(27-23) ideas of people, on the economic management of my
business or organization is: 4 3 2 l 0 4 3 2 l O

5. The influence of modern (relatively untried) cultural
ideas of people upon the economic management of my
business or organization is: 4 3 2 l O 411312 1 OJ

 

 

 

 

(29-30)

-..

 

 

 

 

 

 

 

 

 

 

 

 

agricultural application of energy and forces, and their effects on bodies,

8. Agricultural Mechanics is the branch of physical science that deals with
in the design, construction, operation and maintenance of mechanical devices.

 

 

 

 

 

 

 

 

 

 

TB perform my role in my business, or organization, know-
ledge and/or skill in;
(31-32) 1. work simplification is: 4 3 2 l 0 4 3 2 1 0
(33-34) ' 2. land layout and planning land improvements is: 4 3 2 l 0 4 3 2 l 0
(35’36) 3. building design and site planning and layout is: 4 3 2 l 0 4 .3 2 1T0
(37-38) 4. construction of buildings and related structures is: z. 3 2 1 o t. 3 2 1§o
1
(39'40) 5. automated and/or mechanized systems and/or processes 1 Y
is: 4 3 2 1 O 4 312'1‘0
(41-42) 6. machinery and/or equipment is: 4 3 2 l 0 4 352.1i0

 

 

 

 

 

 

 

 

 

(43-44)
(45-46)
(47-48)
(49-50)
(51-52)
(53-54)

(55-56)
(57-53)
(59-50)
(bl-62)
(63-64)
(65-66)
(67-68)
(69-70)
(71-72)
(73-74)
(75-76)
(77-78)

1594

1.”. Nu-

 

 

 

, Mark the columns which best express your opinion,
using this key:

4=very important

lFor success in performing

my duties as

how important is:

“I

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

3=important each of the my future
2=of unknown importance following? training
l=of little importance in each of
O-of no importance the follow
na?
7. tools used in the business is: 4 3 2 l 0 4 3 2 l O
8. water provision and/or distribution systems is: 4. 3 2 l 0 4 3 2 l 0
9. sewer and/or waste disposal systems is: 4 3 2 l 0 4 3 2 l 0
10. electrical distribution systems is: 4 .3 2 l O 4 3 2 ll0
i
11. internal combustion power and energy sources is: 4 .3 2 l 0 4 3. 2 1:0
12. other power and energy sources is: fl 3 2 l O 4 3I 21 l: 0
(specify type) ‘ ;
v - uh- - ‘
C. Crops and soils are those branches of natural science dealing with physical,

 

chemical and biological prOperties of soils; and production of any types of
plants commonly associated with agriculture, including trees, shrubs, grass
and other food and/or fiber producing plants, regardless of what uses are made

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

of them.

In performing my role, knowledge and/or skill in; F1=T==T=T==%
1. soil and water conservation management principles is: 4 1 0 4 3 2 1 0
2. land capability is: 4 2 l 0 4 3 l O
3. land uses is: 4 3 2 l O 4 3 2 l 0
4. land zoning is: 4 3 2 l O 4 3 2 l O
5. erosion control structures and practices is: 4 3 2 l 0‘ 4 3 2 l 0
6. irrigation is: 4 3 2 l 0 3 2 l 0
7. drainage is: 4 3 2 l 0‘ 3 2 l O
8. crop production is: 4 3 2 l 0 4 3 2 l O
9. crop storage is: 4 3 2 1 0 4 3 2 l 0

10. crop transport is: 41.3 2 l 0 4 3 2 l 0
ll. crop processing is: 4 3 2 l 0 4 3 2 1 0
12. crop merchandising is: 4 3 2 l 0 4 3 2 l 0

 

 

 

 

 

 

 

 

 

 

 

 

 

195

 

 

 

 

 

l.D.No
Mark the columns which best express your opinion, for success in perfor-
using this key: ming my duties as a
4-very important t t 1 . how impor-
3-important an 8' .
2-of unknown importance . "E IEEEIE
1-0f little importance each of tnd training in
Osof no importance f0110v1n8? eaCh Of the
following?

 

 

 

 

 

D. Livestock enterprises include all types of animal life, regardless of the
uses for which they are raised, including bees, fur bearing animals, as well
as other domesticated and/or wildlife.

 

 

 

 

 

 

 

 

 

 

Card III .

In performing my role in my business or organization

knowledge and/or skill in;
(5-6) 1. raising animals is: 4 3 2 l 0 4 3 2 l 0
(7-3) 2. housing of livestock is: 4 3 2 '1 O 4 3 2 l 0
(9-10) 3. storage of livestock products is: 4 3 2 1 O 4 3 2 1 O
(ll-12) 4. livestock transportation is: 4 3 2 l 0 4 3 2 l 0
(13-14) 5. livestock product transportation is: 4 3 2 l 0 4 3 2 l 0
(ls-16) 6. livestock processing is: a 3 2 1 o t. 3 2 1 0
(17-18) 7. livestock product processing is: 4 3 2 l 0 4 3 2 l 0
(19-20) 8. livestock merchandising is:' 4 2 l O 4 3 l 0
(21-22) 9- livestock product merchandising is: 4 2 l O 4. l O

 

 

 

 

 

 

 

 

 

 

 

 

 

III. MANAGEMENT FUNCTION AREAS

 

 

A. Goa‘fs and Objectives are guides Wich furnish direction to activities, and
influence decisions. (The ends, towards which effort is directed.)

 

 

 

 

 

 

 

 

 

 

(233-24) 1. Broad goals and objectives are: 4 3 2 l 0 4 3 2 l 0
(ZS-26) 2. Specific goals and objectives are: 4 3 2 l 0 4 3 »2 1 0
(27-28) 3. Personal goals and objectives are: 4 3 2 l 0 4 3 2 l 0
(29-30) 4. Business or organizational goals and objectives are: 4 3 2 l 0 4 3 2 l 0
(31'32) 5. Long range goals and objectives are: 4 3 2 l 0 4 3 2 1
(33-34) 6. Short range goals and objectives are: 4 3 2 l 0 4 3 2 l 0
5 6 7. conditions within my organization or business which

(3 '3 ) influence goal and objective setting are: 4 3 2 l 0 4 3 2 l 0
(37-38) 8. Conditions outside of my organization or business

which influence goal and objective setting are: 4 3 2 l 0 4 3 2 l 0

 

 

 

 

 

 

 

 

 

 

 

 

(39-40)

(41-42)

(as-44)

(45-46)

(47-48)

(49-50)
(51-52)

(53-54)

(55-56)

(57-58)

(59-60)

(61-62)

(63-64)

(65-66)

(67-68)

(69-70)

196

I.D. No.

 

 

Mark the columns which best express your opinion,

using this key: duties as a

4=very important

how important is:

or success in performing

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

3-important each of the my future
2-of unknown importance following? training in
l-of little importance each of the
O-of no importance following?
9. When a goal or objective is set, consideration
given to how it relates to other goals and
objectives is: 4 3 2 l O 4 3 2 l 0
10. Which people are involved in establishing goals
and objectives is: 4 3 2 l O 4 3 2 l 0
11. To be able to measure the degree to which goals and
objectives are being met is: 4 3 2 l. 0 4 3 2 l 0
Planning is the creation of mental (sometimes expressed or written) programs ii
of action, methods or means of achieving desired goals.
1. Setting goals and objectives as a part of planning 1
is: 4 3 2 1, o a 3 2 1 Qj
2. Planning by managerial personnel for the direction 1
of all employees is: 4 3 2 l 4 l 0
3. Participation of all employees in making plans is: 4 3 2 1 4 l
4. Policy making - specifying guides to decision making
is: 4 3 2 1. 0 4 23 2 l. 0
5. Deciding how resources (land, labor, materials and
management) are to be organized or combined is: 4 3 2 l 0 4 3 2 l 0
6- Selecting ( from alternate choices), the practices
to be followed in daily operations is: 4 3 2 1 0 4 3 2 l 0
7. Continuous (day to day) altering of plans to fit
changing conditions is: 4 3 2 l 0 4 3 2 l 0
8. Deciding whether or not results of past actions
justify proposed future actions is: 4 3 2 l 0 4 3 2 l 0
C. Role definition is determining how each person relates to others, and what is
expected of each individual within a group.
1. A managers' helping to determine what is expected of
each individual in the business or organization is: 4' 3 2 l. 0 4 23 2 l. 0
2. Making each persons' role clearly understood by
everyone involved is: 4 3 2 l 0 4 3 2 l O
3. Understanding the need to act differently when deal-
ing with different groups or individuals is: 4 3 2 1 0 4 3 2 l 0
4. Understanding how to deal with the role conflict
when one person's role disagrees with the role of
another person is: 4 3 2 l O 4 3 2 l 0
5. Fitting an individuals' role to personal traits as :
a means of reducing role conflict is: '4 3 2 1;0;;4E 3 2 1 OJ
1 L 41 i

 

 

 

 

 

 

 

(71-72)
(73-74)

(75-76)

Card IV

(5'6)

(7'8)

(9-lO)

(ll-12)

(13-14)

(15-16)
(17-18)

(19-20)

(21-22)

(23-24)

(25-26)

(27-28)

1597

l.D. No.

 

 

Mark the columns which best express your opinion,
using this key:

4-very important

duties as a

ligr success in performing

 

how important is:

 

3=importsnt

2=of unknown importance
l=of little importance
O=of no importance

 

each of the my future
training in
each of the
following?

following?

 

 

 

 

 

 

 

 

 

D. Individual differences refer to the unique traits of pe0ple, making every
person unlike every other person.
1. Adjusting "jobs” to fit individuals is: 4 3 2 l O 4 l O
2. Risk due to inability to predict how individuals
will behave under specific circumstances is: 4 .3 2 l 0 4 l 0
3. Use of individual differences by a personnel manager ‘
to keep people "happily productive" is: 4, 3 2 l 0 4 l O

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

FE.

Control is the guidance, direction, regulation and coordination of activiti

of individuals within an organization.

88

Ji

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

l. Managerial control within the business or organization
is: 4 3 2 l. 0 4 l 0
2. Formal control (including stated policies and assign-
ments of authority to specific individuals) is: 4 3 2 l. 0 4 l 0
3. Informal control, (including unstated, but recognized
policies; and assumed authority by various pe0p1e)
is: 4 3 2 l. 0 49 l 0
4. Power (influence) in the hands of people other than
the "managers" of the organization or business is: a. 3 2 l (l 4 l O
5. The degree to which personal values are involved in
control is: 4 3 2 l O 4 l O
6. The degree to which personal opinions are involved
in control is: 4 3 2 1 0 4 l 0
The degree to which facts are involved in control is: 4 3 2 l. O 4 l O
8. Scientific management (use of time and motion study,
and work simplification methods) is: 4 3 2 l 0 4 l 0
F. Management Participation is the use of ideas and advice from laborers, and
other employees, as well as "outside advisers" in policy and decision making.
1. The ability to recognize management situations requir’
ing advice from others 3: 4. 3 2 l O 4 1’0
2. Listening to suggestions of others, without con-
sidering criticism as personal insult is: 4 3 2 l 0 4 l 0
3. Involving them in management to improve productivity
of some “enple is: 4 3 2 l 0 4 l 0
4. Making decisions for people who prefer not to be
involved in management is: 4 3 2 l 0 4 l 0

 

 

 

 

 

 

 

 

 

 

 

 

 

(29-309

(31-32)
(33-34)
(35-36)
(37-38)

(39-40)

(41-42)
(43-44)
(45-46)

(47-48)

(49-50)

(51-52)

(53-54)
(55-56)

(57-58)

198

I.O.NO.

 

 

Mark the columns which best express your opinion,
using this key:

4=very important
3=important

2=of unknown importance
l=of little importance
O=of no importance

For success in performing
my duties as a
how important is:

 

 

each of the my future——

following? training in
each of the
following?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

G. Human relations are dealings or mutual involvements with other people, as
individuals or in groups.
1. In my business or organization, labor-management
relations are: 4 3 2 1 0 4 3 2 1 0
2. For success in mrsonnel management, my getting each
person to do assigned duties to the best of his
individual capability is: 4 3 2 l O 4 3 2 l 0
3. Making employees aware of goals and objectives is:‘*' 4» 3 2 l 0 4»13 2 l 0
"Customer" relations are: 3 2 l 0 4 3 2 l 0
Relations with others, outside my business or
organization are: 4 3 2 l O 4 3 2 1 0
6. The influence of business ethics (honesty and fair
dealings) on results of my activity is: 4 3 2 l O 4 3 2 1J2
H. Communications is the transfer of a message or some information from one person
(the sender) to one or more others (the receiver)
1. Clear transfer of information is: 3 2 1 O 4 3 2 l O
2. Transfer of detailed information is:. 3 2 l 0, 3 l
3. Accurate transfer of information is: 4 3 2 l O 4 3 2 l O
4. Tim-way comunications, both from the manager down,
and from the laborers up to the manager is: 4 3 2 l O 4 3 2 1 O
5. The many factors which can stop or change informatio
before it reaches the intended receiver are: 14 3 2 l O 4 3 2 1 0
1. Atmosphere (Climate) is the surrounding environment which influences
individuals' attitudes.
l. The effect of atmosphere on workers' productivity TT
is: 4. 3 2 l 0 4 29 2 l 0
. The influence of physical setting on atmosphere is: 4 .3 2 l 0 4 13 2 l 0
The influence of material things worked with on
atmsphereis: 43210 43210
4. The influence of relationships with people on

atmosphere is:

 

 

 

 

 

 

 

 

 

 

 

 

 

(59-60)

(bl-62)

(63-64)

(65-66)

Card V

(5'6)

(7'8)

(9-10)

(ll-12)
(13-14)

(15-16)

(17-18)

(19-20)

(21-22)
(23-24)

(25-26) ‘

1599

 

 

1.0. NO.
ark’thu columns which best express your opinion, iPint success in performing
using this key: my duties as a

4=very important

how important is:

 

3=important each of the
2=of unknown importance following?
laof little importance

my future
training in
each of the

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

0=of no importance following?
J. Size is the physical magnitude, extent, bulk, volume, or demensions of a
business or organization.
1. The influence of size on the success or failure
of my business or organization is: 4 3 2 l 0 4» 3 2 l O
2. The influence of the nature of activities within
the business or organization upon its size is: 4 3 2 ‘l 0 4» 3 2 l O
3. The influence of my personal needs on the size of my
business is: 4 3 2 l O 4» 3 2 1 O
4. The influence of my organization's or business' size
upon my personal involvement is: 4» 3 2 l 0 4 3 2 l 0
i
K. To change is to give a different position, direction or emphasis to some aspect
of the business or organization, by shifting, altering or substituting one for
another.
9 1. To change an organization or business by adjusting
organizational structure is: 4» 3 2 l 0 4» 3 2 l 0
2. To change an organization or business by adjusting
technology or methods is: 4» 3 2 1 0 4» 3 2 ‘l 0
3. To change an organization or business by adjusting
people is: 4» 3 2 l 2 l
4. Change based upon evaluation of facts is: 4» 3 2 l 1
Change based upon personal opinion is: 4» 3 2 1 4 1
Change which contributes to improved goal achievement
is: 4» 3 2 l 0 4» 3 2 l 0
7. Change of goals and objectives, as conditions are
alteredis: 432110 432 10
8. Change deliberately created, rather than as reaction I
to altered conditions is: 4 3 2371 4 3 2 1 0
L. Standards are criterion, yardsticks, or models used to measure or evaluate
(by comparison) what the business or organization should be.
1. Standards for measuring success of my type of businesl i
or organization found in; I
a. records of its past performance are: 4» 3 2j_1 0 4 3 2 l 0
if
b. what others have accomplished are: 4 2: 1 4 2 l O
c. ideals to be hoped for, are: 4 3 Zlfll 0 4 2 l 0

 

 

 

 

 

(27-28)

(29-30)

(31-32)

{33-34)

(35-36)
(37-38)

(39-40)

(41-42)

(43-44)

(45-46)

(47-48)

(49-50)

(51-52)

200

 

 

 

Mark the columns which best express your Opinion,
using this key:

4=very important

For success in performing
my duties as a
how important is:

 

 

3=important

 

each of the

my future

 

 

 

 

2=of unknown importance following? training in
l-of little importance each of the
O=of no importance following?
2. Use of facts, gathered outside the firm or organi-
zation, as standards is: 4 4» 3 2 l 0
3. Use of facts, gathered within the firm or organization
as standards is: 4 4» 3 2 l O
4. Graphically comparing results achieved, with estab-
lished standards is: 4 4 3 2 l 0

 

 

 

 

 

 

 

 

 

 

 

 

 

 

M.

 

Evaluation is to examine and judge the value of a business or organization

 

 

 

 

 

 

 

 

 

 

 

1. Collection of information upon which judgment is made
relative to the success of activity is: 4 4 3 2 l 0
2. The treatment of information, to improve its useful-
ness in evaluating activity is: 4 2 l. 0
Vi3. Analysis Of findings, to clarify their meanings is: 4 4 2 l
4. Interpretation of information, as a basis for future
_ reconmendations is: 4 4 3 2 l O
5. Selecting suitable methods of measuring success of
my business or organization is: 4 4» 3 2 l O
6. Identifying the weak points in the business or
organization is: 4 4» 3 2 l O
7. Identifying the strengths of the business or organi-
zation is: 4 4 3 2 1 O
rfi8. For those who benefit from the activity of my business
or organization to assist in its evaluation is: 4 4 .3 2 l O
9. For the process of business or organization evaluation
to continue at all times is: 4 4» 3 2 l 0
10. In evaluating the business or organization, securing
information from many sources is: 4 4 3 2 1 O

 

 

 

 

 

 

 

 

 

 

 

 

 

 

APPENDIX F

MEANS OF RESPONSES FROM FIVE AGRICULTURAL
GROUPS RELATIVE TO THE IMPORTANCE OF
CONCEPTS AND/OR COMPETENCIES IN
TECHNICAL AGRICULTURE AND
MANAGEMENT AREAS FOR THEIR
SUCCESS RELATIVE TO
MANAGEMENT OF SMALL,

RURAL AGRIBUSINESSES

APPENDIX F

Table 27. Means of ReSponses' From Five Agricultural Groups Relative to the Importance of
Concepts and/or Competencies in Technical Agriculture and Management Areas for Their Success
Relative to Management of Small Rural Agribusinesses

 

I. TECHNICAL AGRICULTURE AREAS Means of ROSpOflSOS' From:

 

Expert Other Agri - 33:3' Other
Mana- Mana- culture Profes- Totals
gers gers Teachers sionals

A. Agricultural Economics
Concepts and/Or Competencies

 

Educators

 

Numbers of Respondents (n) 17 15 10 12 10 64

 

1. Influence that government involvement 3.12' 3.27 3.20 3.00 3.00 3.12
in the production, distribution and
consumption of goods and services has
on my activity is:

2. In performing my role in my business 3.06 3.00 3.20 3.33 2.90 3.09
or organization, knowledge of world-
wide effects of basic economic
principles such as "laws" of supply
and demand is:

3. The influence of modern (relatively 2.35 1.87 2.50 2.83 2.20 2.32
untried) cultural ideas of people
upon the economic management of my
business or organization is:

4. The influence of traditional, (or 2.18 2.33 2.50 2.67 2.70 2.43
customary) cultural ideas of
peOple, on the economic management of
my business or organization is:

5. The influence of social factors, 1.59 1.87 1.90 2.50
(such as religious beliefs) upon the
management of my type of business
or organization is:

N

.10

p.-

.95

 

8. Agricultural Mechanics
Concepts and70r Cogpetenciis

 

 

 

To perform my role in my business, or
organization, knowledge and/or skill in:

N

.75
.42
.25

N

.80
.SO
.20

H

.28
.04

machinery and/or equipment is: 3.76' 3.53 3.20
tools used in the business is: 3.53 3.40 .00
work simplification is: 3.29 .47 3.20

automated and/or mechanized systems
and/or processes is: 3.24

H
N
N
0‘

(sun'-
00
u
00
09
3

's

.40
.10

04

.50
.50

N

.50
.90

u

.04
.39

N

.13

OI
H
..s
N

electrical distribution systems is: 3.12

GUI

building design and site planning
and layout is: 3.00 2.47 2.90 2.75 2.40 2.71

7. sewer and/or waste disposal systems
is: 2.94 1.80 3.50 2.33 2.20 2.53

8. water provision and/or distribution
systems is: 2.88 2.33 3.20 2.08 1.90 2.50

9. construction of buildings and related
structures is: 2.71 2.73 3.20 2.00 2.10 2.56

10. land layout and planning land
improvements is: 2.59 3.00 3.00 2.58 2.60 2.75

11. internal combustion power and energy
sources is: 2.59 2.13 3.00

12. other power and energy 1,71 1.60 1.00
sources is:

cap-cm typo)

“

.70
.20

N

.18
.53

H

.42
.75

O
H
be

 

“Means of responses were computed by applying numerical values to response alternatives:
4 - Very Important; 3 - Important; 2 - 0f Unknown Importance; l - Of Little Importance; and
0 I Of No Importance.

201

Table 27 (continued)

202

 

1. TECHNICAL AGRICULTURE AREAS

Means of Responses' From:

 

 

 

 

 

 

 

 

 

 

 

 

 

Expert Other Agri- Other
C. Cro s and Soils sional Totals
Concepts andSor Competencies M:n:- Mana- :ultgro t. Pi°f':'
g r gers eac ers Educators s one s
Numbers of Respondents (n) 17 15 10 12 10 64
In performing my role, knowledge and/or
skill in:
1. land uses is: 3.18' 2.93 3.50 2.42 2.60 2.93
2 land capability is: 3.12 3.00 3.70 2.58 2.50 2.98
3. crop production is: 3.06 3.40 3.40 2.83 3.30 3.18
4 soil and water conservation manage-
ment principles is: 3.06 2.73 3.50 2.17 3.20 3.00
5. drainage is: 3.00 2.80 3.00 2.25 2.00 2.65
6. erosion control structures and
practices is: 2.82 2.87 2.70 2.17 2.10 2.57
7. crop storage is: 2.47 3.00 3.00 2.75 3.10 3.09
8. crop merchandising is: 2.41 3.40 3.20 2.25 2.10 2.68
9. crop transport is: 2.29 2.80 2.40 2.33 1.80 2.35
10. land zoning is: 2.24 2.33 3.30 2.58 2.50 2.53
11. crop processing is: 2.18 3.13 2.30 1.83 2.60 2.46
12. irrigation is: 1.59 1.47 2.70 2.17 2.20 1.93
0. Livestock Enterprises
Concepts and/or Competencies
In performing my role in my business or
organization knowledge and/or skill in:
1. raising animals is: 2.24' 2.20 ' 3.10 2.17 2.80 2.43
2. housing of livestock is: 2.06 2.07 2.70 2.58 2.30 2.29
3. livestock merchandising is: 1.53 1.87 3.00 2.33 1.00 1.90
4. livestock product merchandising is: 1.35 1.60 2.40 2.08 1.00 1.65
5. livestock transportation is: 1.29 1.33 2.30 1.75 1.00 1.50
6. livestock processing is: 1.29 1.20 2.00 1.75 1.10 1.43
7. storage of livestock products is: 1.24 1.40 2.70 1.92 1.50 1.67
8. livestock product processing is: 1.12 1.20 2.10 1.67 0.90 1.35
9. livestock product transportation is: 1.00 1.33 2.00 1.58 0.60 1.28
II. MANAGEMENT FUNCTION AREAS
A. Goals and Objectives
Concepts and/or compgtencies
I. To be able to measure the degree to 3.47‘ 3.33 2.70 3.25 3.50 3.28
which goals and objectives are being
met is:
2. Nhen a goal or objective is set, 3.41 2.87 2.80 3.17 3.20 3.15
consideration given to how it relates
to other goals and objectives is:
3. Specific goals and objectives are: 3.35 3.60 3.10 3.58 3.60 3.45
4. broad goals and objectives are: 3.35 3.33 3.30 3.58 3.70 3.43
5. Personal goals and objectives are: 3.35 3.27 3.50 3.67 3.20 3.39
6. Ihich people are involved in estab- 3.29 2.73 2.30 3.17 2.50 2.85
lishing goals and objectives is:
7. Business or organizational goals
and objectives are: 3.18 3.13 3.10 3.50 3.40 3.30
8. Long range goals and objectives are: 3.18 2.87 3.20 3.25 3.30 3.14
9. Conditions outside of my organ- 3.18 2.67 3.00 3.58 3.00 3.07
ization or business which influence
goal and objective setting are:
10. Conditions within my organization 2.94 3.13 2 70
or business which influence goal ° 3"1 3‘30 3'09
and objective setting are:
11. Short range goals and objectivos are: 2.94 2.73 2.90 3.33 3,30 3,01

 

O
4 - Very Important; 3 - Important; 2 - Of Unknown Importance;

and 0 = Of No Importance.

1 - Of Little Importance;

2(355

Table 27 (continued)

 

 

 

 

 

 

 

II. MANAGEMENT FUNCTION AREAS Means of Responses' Fron:
8 Planni Expert Other Ang- :I::::' Other
Conce ts. 373?_C%l etencies Mana- Mana- culture M t Profes- Totals
-—-—Jl—-——-—-———-—£5L-———-- gers gers Teachers Edficntors sionals
Nmbers of Respondents (n) 17 15 10 12 10 64
1. Deciding how resources (land, labor, 3.47' 3.53 2.70 3.50 3.20 3.32
materials and management) are to
be organized or combined is:
2. Deciding whether or not rosults of 3.47 3.33 2.90 2.92 3.40 3.28
past actions justify proposed future
actions is:
3. Setting goals and objectives as a 3.35 3.53 3.40 3.50 3.80 3.50
part of planning is:
4. Selecting (from alternate choices), 3.18 3.33 3.00 2.59 3.20 3.07
the practices to be followed in
daily operations is:
5. Continuous (day to day) altering 3.12 3.33 3.00 2.92 3.40 3.15
of plans to fit changing conditions
is:
6. Policy making--specifying guides to 3.06 3.13 2.60 3.25 2.70 2.93
decision making is:
7. Planning by managerial personnel for 3.06 2.47 3.10 3.17 3.30 2.98
the direction of all employees is:
8. Participation of all employees in 2.47 2.60 2.60 3.00 3.20 2.82
making plans is:
C. Role Definition
Concepts and7or Competencies
1. Making each person's role clearly 3.29' 3.07 3.20 3.00 3.90 3.26
understood by everyone involved is:
2. A manager's helping to determine what 3.29 2.87 3.00 3.00 3.40 3.10

is expected of each individual in the
business or organization is:

3. Understanding the need to act differ- 3.24 3.27 2.90 3.58 3.80 3.34
ently when dealing with different
groups or individuals is:

4. Understanding how to deal with the 3.24 3.33 2.70 3.33 3.40 3.21
role conflict when one person‘s role
disagrees with the role of another
person is:

5. Fitting an individual's role to per— 3.00 2.73 2.70 3.25 3.10 2.95
sonal traits as a means of reducing
role conflict is:

 

0. Individual Differences
Concepts and/or competencies

 

 

1. Use of individual differences by a 3.12' 3.13 3.30 3.00 3.30 3.15
personnel manager to keep people
"happily productive" is:

2. Adjusting "jobs" to fit individuals is: 3.00 3.07 3.00

3. Risk due to inability to predict how 2.76 2.40 2.60
individuals will behave under specific
circumstances is:

04

.06
.56

08

.00
.58

04

.30
.40

N
N
N

 

'4 - Very Important; 3 - Important; 2 - or Unknown Importance; 1 - or Little Importance;
and 0 - Of No Importance.

Table 27

204

(continued)

 

II. MANAGEMENT FUNCTION AREAS

Means of Responses' Prom:

 

 

 

 

 

 

 

 

 

 

Profes-
.. 52%}15’32 M..." :33. 2:22;. .. .
Conce ts and or mpetencies ' ' Mxt- , ' ° 5 3
gers gers Teachers Educators sionals
Numbers of Respondents (n) 17 15 10 12 10 64
l. Managerial control within the business 3.41' 3.60 3.20 3.17 3.30 3.35
or organization is:
2. Formal control (including stated poli- 2.59 3.07 2.80 2.75 3.10 2.84
cies and assignments of authority to
specific individuals) is:
3. Informal control, (including unstated, 2.59 2.87 2.50 3.00 3.40 2.84
but recognized policies; and assumed
authority by various people) is:
4. Scientific management (use of time and 2.59 2.60 2.40 3.00 2.60 2.64
motion study, and work simplification
methods) is:
5. The degree to which facts are involved 2.53 2.87 3.00 3.25 3.10 2.95
in control is:
6. The degree to which personal values are 2.53 2.87 2.40 2.75 3.20 2.73
involved in control is:
7. The degree to which personal opinions 2.47 2.60 2.50 2.92 2.70 2.62
are involved in control is:
8. Power (influence) in the hands of 2.29 2.40 3.00 2.92 2.90 2.68
people other than the "managers"
of the organization or business is:
F. Mans ement Partici ation
Concepts afid7or Competencies
1. Listening to suggestions of others, 3.76* 3.60 3.50 3.25 3.30 3.51
without considering criticism as
personal insult is:
2. The ability to recognize management 3.53 3.53 3.40 3.50 3.00 3.42
situations requiring advice from
others is:
3. Involving them in management to 3.06 2.73 3.40 3.08 3.10 3.04
improve productivity of some
people is:
4. Making decisions for people who prefer 3.06 2.47 2.90 2.42 2.80 2.73
not to be involved in management is:
G. Human Relations
Concepts an37or Competencies
1. The influence of business ethics 3.88' 4.00 3.30 3.08 3.70 3.64
(honesty and fair dealings) on
results of my activity is:
2. Relations with others, outside my 3.53 3.33 2.50 2.92 3.70 3.23
business or organization are:
3. "Customer" relations are: 3.24 3.73 3.30 3.25 3.50 3.40
4. In my business or organization, 3.12 3.67 3.10 2.92 3.10 3.20
labor-management relations are:
S. For success in personnel management, 3.06 3.53 3.20 3.17 3.40 3.26
my getting each person to do assigned
duties to the best of his individual
capability is:
6. Making employees aware of goals and 2.76 3.13 2.90 3.17 3.30 3.07

objectives is:

 

.4 - Very Important; 3 - Important; 2 - Of Unknown Importance; 1 - Of Little Importance;
and 0 - Of No Importance.

205

Table 27 (continued)

 

 

 

 

 

II. MANAGEMENT FUNCTION AREAS Means of Responses' Prom:
. E rt Other Agri- "“5"” Other
H. Communications xpe sional
Concept5‘33373?_C3553?encies Mana- Mana- culture M . Profes- Totals
gers gers Teachers Educators sionals
Numbers of Respondents (n) 17 15 10 12 10 64
l. Accurate transfer of information is: 3.59' 3.80 3.50 3.50 4.00 3.67
2. Clear transfer of information is: 3.53 3.87 3.70 3.75 4.00 3.75
3. Transfer of detailed information is: 3.47 3.60 3.40 3.25 4.00 3.53
4. Two-way communications, both from 3.41 3.73 3.30 3.33 3.90 3.53

the manager down, and from the
laborers up to the manager is:

5. The many factors which can stop or 3.41 2.87 3.30 3.00 3.40 3.18
change information before it reaches
the intended receiver are:

 

I. Atmos here
Concepts and7or Competencies

 

l. The effect of atmosphere on workers' 3.18' 3.13 3.00 3.33 3.60 3.23
productivity is:

2. The influence of relationships with 2.88 2.80 3.00 3.33 3.50 3.06
people on atmosphere is:

3. The influence of physical setting 2.76 2.93 3.10 3.08 3.30 3.00
on atmosphere is:

4. The influence of material things 2.47 2.66 3.00 2.75 3.40 2.79

worked with on atmosphere is:

 

J. Size
Concepts and/or Competencies

 

 

l. The influence of my organization's 3.12' 3.13 2.50 2.83 1.60 2.73
or business' size upon my personal
involvement is:

2. The influence of size on the success 2.94 2.67 2.60 2.83 2.30 2.70
or failure of my business or
organization is:

3. The influence of my personal needs on 2.82 3.13 2.40 2.83 1.60 2.64
the size of my business is:
4. The influence of the nature of 2.70 2.93 2.30 2.83 2.10 2.62

activities within the business or
organization upon its size is:

 

 

 

K. Chan e
Concepts and or ompetencies

1. Change which contributes to improved 3.24' 3.07 2.80 3.17 3.50 3.15
goal achievement is:

2. Change based upon evaluation of 3.12 2.60 2.40 3.58 3.20 3.03
facts is:

3. Change of goals and objectives, as 3.00 2.73 2.80 3.17 3.10 2.95
conditions are altered is:

4. To change an organization or business 2.94 2.53 2.70 3.50 3.00 2.92
by adjusting technolOgy or methods is:

5. To change an organization or business 2.59 1.80 2.30 3.00 2.80 2.46

by adjusting organizational
structure is:

6. To change an organization or business 2.41 2.00 2.60 3.33 2.90 2.59
by adjusting people is:

N

.22
.06

N

.00 2.67
.10 2.42

N

.30
.30

7. Change based upon personal opinion is: 2.29 1.73

8. Change deliberately created, rather 1.94 1.73
than as reaction to altered
conditions is:

N
N
N

 

.4 - Very Important; 3 - Important; 2 - Of Unknown Importance; l I Of Little Importance;
and 0 = Of NO Importance.

206

Table 27 (continued)

 

 

 

 

II. MANAGEMENT FUNCTION AREAS Means of Responses' From:
Expert Other Agri- Profes- 0th
L. Standards Mana- Mana- culture sional Pr 2’ T t l
Concgpts and7or Cogpgtencies gers gers Teachers Mgt. sic .i' o 7 s
Educators one s
Numbers of Respondents (n) 17 15 10 12 10 64
1. Standards fOr measuring success of my 3.47’ 3.47 3.10 3.25 3.20 3.32

type of business or organization
found in records of its past
performance are:

2. Use of facts, gathered within the
firm or organization as standards is: 3.35 3.27 2.80 3.33 3.50 3.26

3. Standards fbr measuring success of my 3.18 3.13 3.20 3.00 3.10 3.12
type of business or organization
found in ideals to be hoped for, are:

4. Graphically comparing results 3.00 2.27 2.30 2.75 2.80 2.64
achieved, with established
standards is:

5. Use of facts, gathered outside the firm 2.94 2.67 2.40 3.00 2.90 2.79
or organization, as standards is:

6. Standards for measuring success of my 2.82 2.60 2.90 3.00 2.50 2.76
type of business or organization
found in what others have
accomplished are:

 

M. Evaluation
Concepts a537or Competencies

 

1. Identifying the weak points in the 3.24' 3.87 3.30 3.25 3.40 3.42
business or organization is:

2. Interpretation of infbrmation, as 3.24 3.40 2.90 3.50 3.40 3.29
a basis for future reconmendations
is:

3. In evaluating the business or 3.24 3.27 2.90 3.17 3.00 3.14

organization, securing information
from many sources is:

4. Identifying the strengths of the 3.18 3.60 3.20 3.25 3.30 3.31
business or organization is:

5. The treatment of information, to 3.18 3.07 2.80 3.33 3.00 3.09
improve its usefulness in evaluating
activity is:

6. Collection of infbrmation upon which 3.12 3.33 2.90 3.58 3.10 3.21
judgment is made relative to the
success of activity is:

7. For the process of business or 3.06 2.87 3.10 3.17 3.30 3.07
organization evaluation to
continue at all times is:

8. Analysis of findings, to clarify their 2.94 3.00 2.80 3.42 3.20 3.06
meanings is:

9. Selecting suitable methods of 2.82 2.87 2.90 2.92 2.90 2.87
measuring success Of my business
or organization is:

10. For those who benefit from the 2.76 2.80 2.90 2.92 2.90 2.84
activity of my business or

organization to assist in its

evaluation is:

 

.4 - Very Important; 3 - Important; 2 - 0f Unknown Importance; 1 - Of Little Importance;
0 - Of No Importance.

APPENDIX G

MEANS OF RESPONSES FROM FIVE AGRICULTURAL
GROUPS RELATIVE TO THE IMPORTANCE OF
FUTURE TRAINING IN CONCEPTS AND/0R

COMPETENCIES IN TECHNICAL AGRI—
CULTURE AND MANAGEMENT AREAS
FOR THEIR SUCCESS RELATIVE
TO MANAGEMENT OF SMALL,

RURAL AGRIBUSINESSES

APPENDIX C

Table 28. Means of Responses' From Five Agricultural Groups Relative to the Importance of
Future Training in Concepts and/or Competencies in Technical Agriculture and Management
Areas for Their Success Relative to Management of Small, Rural Agribusinesses.

 

 

 

1. TECHNICAL AGRICULTURE AREAS Means of Responses' From:
Profes-
A. Agricultural Economics Expert 0th.? Agri- sional Other

 

Concepts and/or Cbgpetencies Mana- Mana- culture Profes- Totals

 

 

 

gers gers Teachers 'Educators sionals
Nuabers of ReSpondents (n) 17 15 10 12 10 64
1. Influence that government involvement 2.12' 2.47 2.40 2.42 2.10 2.29

in the production, distribution and
consumption of goods and services
has on my activity is:

2. The influence of modern (relatively 2.06 1.67 1.80 2.50 1.70 1.95
untried) cultural ideas of people
upon the economic management of my
business or organization is:

3. In performing my role in my business 2.00 2.13 2.20 2.33 1.80 2.12
or organization, knowledge of world-
wide effects of basic economic prin-
ciples such as "laws" of supply and
demand is:

4. The influence of traditional, (or 1.47 1.60 1.60 2.00 1.50 1.62
customary) cultural ideas of people.
on the economic management of my
business or organization is:

5. The influence of social factors, 1.06 1.33 1.20 1.92 1.40 1.35
(such as religious beliefs) upon
the management of my type of business
or organization is:

 

8. Agricultural Mechanics
Concepts and/or CompetenEies

 

 

 

TO perform my role in my business, or
organization, knowledge and/or skill in:

 

1. machinery and/or equipment is: 2.82‘ 2.67 2.30 2.50 2.00 2.51
2. work simplification is: 2.76 2.60 2.00 2.25 2.10 2.40
3. automated and/or mechanized systems 2.65 1.93 2.40 2.67 1.80 2.31
and/or processes is:
4. building design and site planning 2.53 2.13 2.20 2.33 1.60 2.20
and layout is:
5. tools used in the business is: 2.29 2.67 2.20 2.00 1.80 2.23
6. construction of buildings and 2.29 2.20 2.20 1.75 1.60 2.04
related structures is:
7. land layout and planning land 2.12 2.53 2.20 2.08 1.70 2.15
improvements is:
8. electrical distribution systems is: 2.06 1.73 2.10 1.25 1.40 1.73
9. water provision and/or distribution
systems is: 2.00 1.87 2.20 1.83 1.00 1.81
10. sewer and/or waste disposal systems is: 1.94 1.53 2.60 2.25 1.20 1.89
11. other power and energy sources is: 1.71 1.33 1.40 0.58 0.80 1.27
(SPOCUY tm)
12. internal combustion power and 1.59 1.60 2.20 1.08 0.90 1.48

energy sources is:

 

0

Means of responses were computed by applying numerical values to response alternatives:
4 - Very Important; 3 - Important; 2 - 0f Unknown Importance; 1 - Of Little Importance; and
0 - Of No Importance.

207

208

Table 28 (continued)

 

 

 

 

 

 

 

 

 

1. TECHNICAL AGRICULTURE AREAS Means of Responses' From:
Expert Other Agri- Profes- Other
ConcgptsEE%§;3%£C3§§%%%ncies ::::‘ :::;' ;::::::’ :EEE::OT’ :I::::; Totals
Numbers of Respondents (n) 17 15 10 12 10 64
In performing my role, knowledge and/or
skill in:
1. land uses is: 2.35‘ 2.07 2.30 2.17 1.60 2.12
2. land capability is: 2.29 2.40 2.20 2.08 1.50 2.14
3. soil and water conservation manage- 2.18 2.27 2.10 1.83 2.20 2.19
ment principles is:
4. crop production is: 2.12 2.73 2.60 2.50 2.20 2.42
5. erosion control structures and 2.12 2.13 1.80 1.75 1.10 1.84
practices is:
6. drainage is: 1.82 1.93 2.20 1.75 1.00 1.76
7. land zoning is: 1.76 1.87 2.80 2.33 1.40 2.00
8. crop merchandising is: 1.59 2.93 2.50 1.92 1.50 2.09
9. crop transport is: 1.59 1.73 1.90 2.08 1.30 1.71
10. irrigation is: 1.53 1.00 2.10 2.00 1.10 1.51
11. crop storage is: 1.41 2.13 2.40 2.33 2.10 2.01
12. crop processing is: 1.35 2.27 1.80 1.58 2.10 1.82
D. Livestock Enterprises
Concepts andior ngpetencies
In performing my role in my business
p; organization, knowledge and/or skill
1. raising animals is: 1.71' 1.87 2.20 2.00 2.00 1.92
2. housing of livestock is: 1.59 1.80 2.00 2.33 1.50 1.82
3. livestock merchandising is: 1.00 1.47 2.10 2.17 0.50 1.42
4. livestock product merchandising is: 1.00 1.20 2.10 1.92 0.80 1.35
5. livestock processing is: 1.00 1.07 1.80 1.50 0.50 1.15
6. storage of livestock products is: 0.88 1.07 2.00 1.58 0.80 1.21
7. livestock transportation is: 0.82 0.93 1.90 1.50 0.40 1.07
8. livestock product transportation is: 0.65 1.27 1.70 1.33 0.20 1.01
9. livestock product processing is: 0.65 0.93 1.80 1.42 0.50 1.01

 

O
4 a Very Important; 3 - Important; 2 - Of Unknown Importance; l - Of Little Importance;
and 0 - Of No Importance.

209

Table 28 (continued)

 

 

 

 

 

 

II. MANAGEMENT FUNCTION AREAS Means of Responses' From:
Profes-
A. Goals and Objectives 5:2:ft :::°r iji' e sional g::::s_ Tot ls
Concepts and/or CompetenEies 7' cu ur Mgt. . 7
gers gers Teachers Educators sionals
Numbers of Respondents (n) 17 15 10 12 10 64
1. Short range goals and objectives are: 2.12‘ 2.47 2.20 2.92 2.40 2.40
2. Business or organizational goals and 2.12 2.20 2.20 3.00 2.40 2.35
objectives are:
3. Conditions within my organization or 2.12 2.33 2.30 2.83 2.30 2.35
business which influence goal and
objective setting are: .
4. Specific goals and objectives are: 2.06 2.13 2.40 3.17 2.40 2.42
Personal goals and Objectives are: 2.06 2.27 2.30 3.16 2.30 2.39
6. To be able to measure the degree to 2.00 2.40 2.20 2.83 2.60 2.37
which goals and objectives are
being not is:
7. Long range goals and objectives are: 2.00 2.27 2.30 2.83 2.60 2.35
8. Broad goals and objectives are: 1.88 2.33 2.40 3.25 2.50 2.42
9. Which people are involved in 1.88 1.93 2.10 2.75 1.80 2.07

establishing goals and objectives is:

10. Conditions outside of my organization 1.88 2.07 2.40 3.08 2.30 2.29
or business which influence goal and
objective setting are:

11. When a goal or objective is set, 1.76 1.80 1.70 2.83 2.40 2.12
consideration given to how it relates
to other goals and objectives is:

 

8. Planni
Concepts and7or Competencies

 

l. Deciding whether or not results of 1.94' 2.40 2.20 2.67 2.70 2.38
past actions justify proposed future
actions is:

2. Setting goals and objectives as a 1.88 2.53 2.00 3.17 2.50 2.39
part of planning is:

3. Deciding how resources (land, labor, 1.82 2.07 2.40 3.17 2.40 2.31

materials and management) are to be
organized or combined is:

4. Continuous (day to day) altering of 1.82 2.00 2.10 2.42 2.50 2.12
plans to fit changing conditions is:

5. Policy making-~specifying guides to 1.76 2.20 2.50 3.08 2.30 2.31
decision making is:

6. Selecting (from alternate choices), 1.71 2.40 2.50 2.42 2.20 2.20
the practices to be followed in
daily operations is:

7. Planning by managerial personnel for 1.65 1.80 2.50 2.92 2.50 2.18
the direction of all employees is:

8. Participation of all employees in 1.24 1.80 2.20 2.67 2.20 1.96

making plans is:

 

.4 - Very Important; 3 - Important; 2 - Of Unknown Importance; l - Of Little Importance;
and 0 - Of No Importance.

211()

Table 28 (continued)

 

 

 

 

 

II. MANAGEMENT FUNCTION AREAS Means of Responses' From:
Profes-
C. Role Definition Expert Other Agii' sional Other
Concepts ana7or Competencies Mana- Mana- cu ture “83- Profes- Totals
gers aers Teachers Educgtor, sionals
Numbers of Respondents (n) 17 15 10 12 10 64
1. Understanding the need to act differ- 2.41' 2.00 1.90 3.08 2.30 2.34

ently when dealing with different
groups or individuals is:

2. Understanding how to deal with the role 2.35 2.33 2.20 3.00 2.00 2.39
conflict when one person's role dis—
agrees with the role of another

person is:

3. Making each persons' role clearly 2.18 2.00 2.40 2.67 2.50 2.31
understood by everyone involved is:

4. Fitting an individual's role to 2.12 2.00 1.90 2.83 2.30 2.21

personal traits as a means of reducing
role conflict is:

S. A manager's helping to determine what is 2.06 1.93 2.30 2.58 2.60 2.25
expected of each individual in the
business or organization is:

 

0. Individual Differences
Concepts and/or Competencies

 

 

1. Risk due to inability to predict how 1.76' 1.60 2.00 2.25 1.60 1.82
individuals will behave under
specific circumstances is:

2. Use of individual differences by a 1.65 2.13 2.10 2.67 2.30 2.12
personnel manager to keep people
"happily productive" is:

s. Adjusting "jobs" to fit individuals is: 1.59 1.93 2.20 2.67 2.40 2.09

 

E. Control
Concepts and/or Competencies

 

 

1. Managerial control within the 2.12‘ 2.33 2.50 2.75 2.40 2.39
business or organization is:
2. Formal control (including stated 1.71 1.67 2.40 2.42 2.10 2.00

policies and assignments of authority
to specific individuals) is:

3. Informal control (including unstated, 1.65 1.53 1.80 2.75 2.70 2.01
but recognized policies; and assumed
authority by various people) is:

4. Scientific management (use of time and 1.59 1.87 2.00 2.50 2.20 1.98
motion study, and work simplification
methods) is:

S. The degree to which personal values are 1.59 1.67 1.90 2.42 2.10 1.89
involved in control is:

6. The degree to which facts are involved 1.53 1.73 2.40 2.67 2.20 2.03
in control is:

7. The degree to which personal opinions 1.41 1.67 1.90 2.42 2.10 1.84
are involved in control is:

8. Power (influence) in the hands of 1.41 1.47 2.20 2.40 1.70 1.79

peOple other than the "managers" of
the organization or business is:

 

.4 - Very Important; 3 - Important; 2 - Of Unknown Importance; l I Of Little Importance;
and 0 - Of No Importance.

211

Table 28 (continued)

 

 

 

 

 

 

II. MANAGEMENT FUNCTION AREAS Means of Responses' From:
F Managgment Participation Expert Other Agri- iizfizi- 0th.:
Concepts and/Or COmpetencies Mana- ‘M‘n" culture . Profes- Totals
80” gers Teachers Educators sionals
Numbers of Respondents (n) 17 15 10 12 10 64
1. Listening to suggestions of others, 2.00' 2.20 2.40 2.67 2.70 2.34
without considering criticism as
personal insult is:
2. The ability to recognize management 1.88 2.47 2.10 3.17 2.60 2.40
situations requiring advice from
others is:
3. Involving them in management to 1.76 2.00 2.30 2.42 1.60 2.00
improve productivity of some
people is:
4. Making decisions for people who 1.76 1.67 2.10 2.00 1.70 1.82

prefer not to be involved in
management is:

 

G. Human Relations

Concepts an37or Competencies

 

l. The influence of business ethics 2.18' 2.13 2.20 2.50 2.30 2.25
(honesty and fair dealings) on
results of my activity is:

2. Relations with others, outside my 2.12 2.47 2.20 2.42 2.30 2.29
business or organization are:

3. "Customer" relations are: 2.00 2.87 2.50 2.67 2.40 2.46

4. In my business or organization, 1.88 2.47 2.40 2.50 2.70 2.34
labor-management relations are:

S. For success in personnel management, 1.76 2.53 2.20 2.67 2.40 2.28

my getting each person to do assigned
duties to the best of his individual
capability is:
6. Making employees aware of goals 1.76 2.27 2.50 2.58 2.50 2.26
and objectives is:

 

H. Communications

Concepts and7or Competencies

 

 

 

 

 

1. Clear transfer of information is: 1.88‘ 2.07 2.70 3.17 2.70 2.42
2. The many factors which can stop or 1.82 2.13 2.70 2.67 2.60 2.31
change information before it
reaches the intended receiver are:
Accurate transfer of information is: 1.82 1.87 2.40 2.92 2.90 2.29
4. Two-way communications, both from 1.76 2.13 2.30 3.00 2.90 2.38
the manager down, and from the
laborers up to the manager is:
5. Transfer of detailed information is: 1.76 2.13 2.40 2.83 2.70 2.29
I. AtmOSpherg41Climate)
Concepts and70r CompetenEies
1. The effect of atmosphere on workers' 1.76' 2.00 2.20 2.50 1.70 2.01
productivity is:
2. The influence of relationships with 1.71 2.20 1.90 2.67 2.30 2.12
peOple on atmosphere is:
3. The influence of material things 1.53 2.27 2.10 2.33 2.00 2.01
worked with on atmosphere is:
4. The influence of physical setting 1.53 2.13 2.00 2.50 1.90 1.98

on atmOSphere is:

 

.4 - Very Important; 3 - Important; 2 : Of Unknown Importance; l - Of Little Importance; and
0 - Of No Importance.

212

Table 28 (continued)

 

 

 

 

 

 

 

 

 

 

 

ll. MANAGEMENT FUNCTION AREAS Means of Responses' From:
J Size Expert Other Agri- :Izzzi' Other
Concepts and/o;_33mpetencies Mana- Mana- culture Mgt. Profes- Totals
gers gers Teachers Educators. sionals
Numbers of Respondents (n) 17 IS 10 I2 10 64
l. The influence of the nature of 1.88' 2.47 1.90 2.33 1.30 2.01
activities within the business or
organization upon its size is:
2. The influence of my personal needs on 1.88 2.07 1.90 2.42 1.30 1.93
the size of my business is:
3. The influence of my organization's or 1.82 2.27 1.80 2.33 1.30 1.93
business' size upon my personal
involvement is:
4. The influence of size on the success 1.82 2.06 1.70 2.33 1.60 1.92
or failure of my business or
organization is:
K. Change
Concepts and/or ogpetencies
1. Change based upon evaluation of 2.00' 2.13 1.90 2.92 2.40 2.28
facts is:
2. Change which contributes to improved 1.76 2.47 2.40 2.67 2.70 2.34
goal achievement is:
3. To change an organization or business 1.76 2.13 2.10 3.00 2.10 2.18
by adjusting technOIOgy or methods is:
4. Change of goals and objectives, as 1.65 2.53 2.20 2.75 2.30 2.25
conditions are altered is:
5. Change based upon personal opinion is: 1.53 1.53 1.90 2.25 1.60 1.73
6. To change an organization or business 1.41 1.60 1.70 2.58 2.30 1.85
by adjusting organizational structure
is:
7. To change an organization or business 1.35 1.73 2.20 2.83 2.40 2.01
by adjusting peeple is:
a. Change deliberately created, rather 1.29 1.40 1.80 2.08 2.00 1.65
than as reaction to altered conditions
is:
L. Standards
Concepts and7or Competencies
1. Use of facts, gathered within the firm 2.29' 2.47 2.40 2.75 2.30 2.43
or organization as standards is:
2. Use of facts, gathered outside the 2.29 2.00 2.20 2.67 1.90 2.21
firm or organization, as standards is:
3. Standards for measuring success of my 2.12 2.40 2.10 2.67 2.10 2.31

type of business or organization
found in records of its past
performance are:

4. Standards for measuring success of my 2.06 2.20 1.90 2.33 2.10 2.15
type of business or organization
found in ideals to be hoped for, are:

S. Graphically comparing results achieved, 2.00 1.87 1.90 2.17 2.00 1.89
with established standards is:
6. Standards for measuring success of my 1.94 2.00 1.90 2.33 1.70 2.01

type of business or organization
found in what others have accomplished
are:

 

.4 - Very Important; 3 - Important; 2 . 0f Unknown Importance; l I Of Little Importance;
and 0 - Of No Importance.

Table 28

22115

(continued)

 

II. MANAGEMENT FUNCTION AREAS

Means of Responses' From:

 

 

Profes-

 

 

Expert Other Agri- Other
M. Evaluation sional
Concepts gamma... ":3: "3: 313:" , 3:33;; ""15
' ‘ . ers Educators
Numbers of Respondents (n) 17 IS 10 12 IO 64
1. Identifying the weak points in the 2.34' 2.87 2.70 2.75 2.40 2.57
business or organization is:
2. In evaluating the business or 2.29 2.47 2.50 2.50 2.20 2.39
organization, securing information
from many sources is:
3. Interpretation of infonaation, as a 2.24 2.53 2 30 2.75 2.70 2.48
basis for future recommendations
is:
4. For the process of business or 2.24 2.07 2.60 2.58 2.70 2.39
organization evaluation to
continue at all times is:
5. Selecting suitable methods of measuring 2.16 2.40 2.60 2.50 2.60 2.40
success of my business or organization
is:
6. Identifying the strengths of the 2.12 2.47 2.60 2.83 2.40 2.45
business or organization is:
7. Collection of information upon which 2.12 2.53 2.10 2.75 2.20 2.38
judgment is made relative to the
success of activity is:
8. The treatment of infonaation, to 2.06 2.27 2.40 2.42 2.50 2.29
improve its usefulness in
evaluating activity is:
9. Analysis of findings, to clarify 1.94 2.27 2.40 2.67 2.50 2.31
their meanings is:
10. For those who benefit from the 1.88 l 93 2.60 2.25 2.50 2.17

activity of my business or
organization to assist in its
evaluation is:

 

O
4 - Very Important; 3 - Important; 2

and 0 I Of No Importance.

- Of Unknown Importance; l - Of Little Importance;

APPENDIX H

PERCENTAGES OF "IMPORTANT" OR "VERY IMPORTANT"
RESPONSES FROM FIVE AGRICULTURAL GROUPS
RELATIVE To THE IMPORTANCE OF FUTURE
’ TRAINING IN CONCEPTS AND/OR

COMPETENCIES IN TECHNICAL
AGRICULTURE AND MANAGE-
MENT AREAS FOR THEIR
SUCCESS RELATIVE To
MANAGEMENT OF SMALL,

RURAL AGRIBUSINESSES

Table 29.

APPENDIX H

Percentages of "Important" or "Very Important” Responses‘ From Five Agricultural Groups

Relative to the Importance of Future Training in Concepts and/or Competencies in Technical
Agriculture and Management Areas for Their Success Relative to Management of Small, Rural,
Agribusinesses

 

I. TECHNICAL AGRICULTURE AREAS

Percentages of "Important" or "Very
Important" ReSponses From:

 

 

Profes-

 

 

 

 

 

 

 

. Expert Other Agrio Other
A. Agricultural Economics sional
Concepts and/orgCompetencies Mana- Mana- culture . Profes-
gers gers Teachers sionals
Educators
Numbers of Respondents (n) 17 IS 10 12 10
1. In performing my role in my business or 53.0' 46.7 60.0 50.0 30.0
organization, knowledge of world-wide effects
of basic economic principles such as "laws"
of supply and demand is:
2. Influence that government involvement in the 41.1 60.0 60.0 58.3 50.0
production, distribution and consumption of
goods and services has on my activity is:

3. The influence of modern (relatively untried) 35.3 26.6 30.0 50.0 30.0

cultural ideas of people upon the economic
management of my business or organization
is:

4. The influence of traditional (or customary) 17.6 26.7 20.0 41.7 30.0

cultural ideas of peeple, on the economic
management of my business or organization
is:

5. The influence of social factors (such as 17.6 20.0 10.0 41.7 30.0

religious beliefs) upon the management of
my type of business or organization is:
8. Agricultural Mechanics
Concepts and/or Competencies
To perform my role in my business, or organization,
knowledge and/or skill in:

l. machinery and/or equipment is: 76.5' 66.7 50.0 58.4 50.0

2. work simplification is: 70.6 60.0 40.0 $8.4 50.0

3. building design and site planning and 64.7 53.3 50.0 33.3 30.0

layout is:

4. automated and/or mechanized systems and/or 58.8 46.6 60.0 66.7 30.0

processes is:

5. construction of buildings and related 58.8 53.3 50.0 25.0 30.0

structures is:

6. tools used in the business is: 52.9 66.6 50.0 41.7 40.0

land layout and planning land improvements is: 47.0 60.0 50.0 41.7 30.0

8. water provision and/or distribution 35.2 33.3 50.0 33.3 20.0

systems is:

9. sewer and/or waste disposal systems is: 41.1 33.3 60.0 41.6 20.0
10. electrical distribution Systems is: 41.1 33.3 40.0 25.0 30.0
11. internal combustion power and energy 39.4 33.4 40.0 16.6 20.0

sources is:
12. other power and energy sources is: 11.8 6.7 0.0 0.0 10.0

(specify type)

 

 

.Percentages of Important and Very Important Responses were added to ther as a basis for
rank ordering individual items within each area. as perceived by the Expert

214

.28 .

215

Table 29 (continued)

 

1. TECHNICAL AGRICULTURE AREAS "r““t‘i‘” °$ "I“‘PWw‘t" °’ "V"?
Important ReSponses From:

Profes-
C. Cro s and Soils :::°T‘ ather A8fi' 31°“.1 gther
Concepts 35353?—CEEEEEBECies " ana- cu ure Mgt ro es-

 

 

 

 

 

 

 

 

 

 

 

 

gers gers Teachers Educitors sionals
Numbers of Respondents (n) 17 15 10 12 10
In performing my role, knowledge and/or skill in:
l. crop production is: 58.8' 73.3 80.0 58.4 60.0
2. land uses is: 58.8 46.7 60.0 50.0 20.0
3. land capability is: 58.8 60.0 40.0 33.4 20.0
4. soil and water conservation management 52.9 53.4 40.0 25.0 50.0
principles is:
S. erosion control structures and practices is: 46.0 40.0 20.0 25.0 10.0
6. crop transport is: 41.2 40.0 30.0 50.0 30.0
7. land zoning is: 35.3 40.0 80.0 41.7 20.0
8. drainage is: 35.3 33.3 50.0 33.4 10.0
9. crop merchandising is: 35.3 80.0 60.0 41.7 40.0
10. crop storage is: 29.4 46.7 70.0 58.3 50.0
11. irrigation is: 29.0 20.0 40.0 33.3 10.0
12. crop processing is: 29.4 46.7 30.0 25.0 50.0
D. Livestock Enterprises
Concepts and/or Competenciis
In performing my role in my business or
organization knowledge and/or skill in:
1. raising animals is: 41.1' 53.3 50.0 33.3 50.0
2. housing of livestock is: 40.2 46.7 40.0 50.0 40.0
3. livestock merchandising is: 17.7 40.0 50.0 41.7 10.0
4. livestock product merchandising is: 17.7 36.6 40.0 33.3 20.0
5. storage of livestock products is: 11.8 26.7 40.0 33.3 10.0
6. livestock processing is: 11.8 20.0 40.0 25.0 10.0
7. livestock transportatiom is: 11.8 20.0 40.0 33.3 .0
8. livestock product transportation is: 11.8 26.7 30.0 25.0 .0
9. livestock product processing is: 5.9 20.0 40.0 33.3 10.0
II. MANAGEMENT FUNCTION AREAS
A. Goals and Objectives
Concepts and7or‘COmpepencies
1. Specific goals and objectives are: 52.9' 53.3 60.0 83.3 70.0
2. Personal goals and objectives are: 52.9 53.3 50.0 83.3 60.0
3. Conditions within my organization or business 52.9 53.3 50.0 50.0 40.0
which influence goal and objective setting are:
4. Broad goals and objectives are: 47.0 60.0 60.0 75.0 70.0
5. To be able to measure the degree to which 47.0 60.0 50.0 66.7 60.0
goals and objectives are being met is:
6. Mhen a goal or objective is set, consideration 47.1 46.6 30.0 50.0 70.0
given to how it relates to other goals and
objectives is:
7. Short range goals and objectives are: 47.0 60.0 34.0 58.4 50.0
8. Conditions outside of my organization or 41.1 46.6 50.0 66.7 60.0
business which influence goal and objective
setting are:
9. Long range goals and objectives are: 41.1 46.6 50.0 58.3 50.0
10. lhich people are involved in establishing 41.1 40.0 50.0 50.0 30.0
goals and objectives is:
11. Business or organizational goals and 38.8 53.4 40.0 66.7 60.0

objectives are:

 

.Percentages of Important and Very Important Responses were added together as a basis for
rank ordering individual items within each area, as perceived by the Expert Managers.

Table 29

216

(continued)

 

II. MANAGEMENT FUNCTION AREAS

Percentages of "Important" or "Very

Important" Responses From:

 

 

 

 

 

 

 

 

 

 

 

Profes-
. Expert Other Agri- Other
8. Plannin sional
7—-7r—Jl - Mana- Mana- culture Profes-
Concepts and or ompetencies gers gers Teachers gaggiéors sionals
Numbers of Respondents (n) 17 15 10 12 10
Deciding how resources (land, labor, materials 52.9“ 46.7 70.0 75.0 60.0
and management) are to be organized or
combined is:
Selecting (from alternate choices), the 47.1 66.7 70.0 50.0 60.0
practices to be followed in daily
Operations is:
Setting goals and objectives as a part of 41.1 66.7 40.0 83.3 60.0
planning is:
Deciding whether or not results of past 41.1 60.0 60.0 58.3 80.0
actions justify proposed future actions is:
Continuous (day to day) altering of plans 41.1 53.4 40.0 41.7 60.0
to fit changing conditions is:
Planning by managerial personnel for the 35.3 46.7 60.0 75.0 60.0
direction of all employees is:
Policy making--specifying guides to 29.4 53.3 70.0 75.0 50.0
decision making is:
Participation of all employees in making 23.5 33.3 50.0 58.4 50.0
plans is:
C. Role Definition
Concepts an or ompetencies
Understanding how to deal with the role 52.9' 60.0 50.0 58.3 50.0
conflict when one person's role disagrees
with the role of another person is:
Understanding the need to act differently 47.1 40.0 30.0 66.7 60.0
when dealing with different groups or
individuals is:
Making each person's role clearly understood 47.0 40.0 70.0 58.3 50.0
by everyone involved is:
A manager's helping to determine what is 41.1 46.7 70.0 50.0 60.0
expected of each individual in the business
or organization is:
Fitting an individual's role to personal 41.1 46.7 30.0 58.3 50.0
traits as a means of reducing role conflict
is:
D. Individual Differences
Concepts and/or CompetenCiés
Risk due to inability to predict how 35.3' 33.3 40.0 50.0 30.0
individuals will behave under specific
circumstances is:
Adjusting "jobs" to fit individuals is: 29.4 40.0 60.0 58.3 70.0
Use of individual differences by a 29.4 46.7 50.0 58.3 50.0

personnel manager to keep peeple "happily
productive" is:

 

e
Percentages of Important and Very Important Responses were added together as a basis for

rank ordering of individual items within each area, as perceived by the Expert Managers.

217

Table 29 (continued)

 

II. MANAGEMENT FUNCTION AREAS Percentages of "Important" or "Very
Important" Responses From:

 

Profes-

 

 

 

Expert Other Agri- Other
E. Control sional
Concepts and/or Competencies ":::' M:::- ;:::::°s . Piofci'
3 g r Educators s ona 5
Numbers of Respondents (n) 17 15 10 12 10
l. Managerial control within the business 47.0' 46.7 80.0 58.4 50.0
or organization is:
2. Formal control (including stated policies 35.3 33.3 70.0 41.7 50.0

and assignments of authority to specific
individuals) is:

3. Informal control (including unstated, but 35.3 26.7 20.0 58.4 60.0
recognized policies; and assumed authority
by various peeple) is:

4. The degree to which facts are involved in 29.4 33.3 70.0 75.0 60.0
control is: .

5. Scientific management (use of time and 29.4 40.0 50.0 58.3 50.0
motion study, and work simplification
methods) is:

6. The degree to which personal values are 29.4 33.3 30.0 58.4 50.0
involved in control is:

7. The degree to which personal opinions are 29.4 20.0 30.0 50.0 50.0
involved in control is:

8. Power (influence) in the hands of people 17.7 20.0 60.0 58.3 30.0

other than the "managers" of the
organization or business is:

 

F. Management Participation
Concepts and7br’Cbmpetencies

 

 

 

l. The ability to recognize management 41.2' 66.6 40.0 75.0 70.0
situations requiring advice from others is:

2. Listening to suggestions of others, without 41.] 53.3 70.0 66.6 70.0
considering criticism as personal insult is:

3. Involving them in management to improve 35.3 40.0 70.0 50.0 30.0
productivity of some people is:

4. Making decisions for people who prefer not 29.4 26.6 50.0 33.3 30.0

to be involved in management is:

 

G. Human Relations

Concepts an37or Competencies

 

l. The influence of business ethics (honesty 52.9' 46.7 60.0 50.0 60.0
and fair dealings) on results of my
activity is:

2. "Customer" relations are: 41.2 43.4 70.0 66.7 60.0

3. Making employees aware of goals and 41.2 40.0 70.0 58.3 60.0
objectives is:

4. In my business or organization, labor- 41.2 53.4 70.0 50.0 70.0
management relations are:

5. Relations with others, outside my business 41.2 46.7 70.0 41.6 60.0

or organization are:

6. For success in personnel management, my 35.2 53.3 60.0 58.4 60.0
getting each person to do assigned duties
to the best of his individual capability is:

 

.Percentages of Important and Very Important Responses were added together as a basis for
rank ordering of individual items within each area, as perceived by the Expert Managers.

218

Table 29 (continued)

 

 

 

 

 

II. MANAGEMENT FUNCTION AREAS Percentages of "Important" or ”Very
Important' Responses From:
Profeso
H. Communications :xpert Other Agri- sional gthgr
Concepts an or ompetencies ana- M‘"" culture gt. ro es-
KOYS gers Teachers sionals
Educators
Numbers of ReSpondents (n) 17 15 10 12 10
1. Clear transfer of information is: 41.2' 40.0 80.0 75.0 70.0
2. Transfer of detailed information is: 41.1 40.0 80.0 58.3 70.0
3. Accurate transfer of information is: 41.1 40.0 80.0 58.4 70.0
4. The many factors which can stop or change 41.1 46.7 80.0 50.0 60.0

information before it reaches the intended
receiver are:

S. Two-way communications, both from the 35.3 46.7 70.0 66.7 70.0
manager down, and from the laborers up
to the manager is:

 

I. Atmos here
Concepts and7or Competencies

 

 

 

 

l. The effect of atmosphere on workers' 35.2' 53.3 50.0 41.7 30.0
productivity is:

2. The influence of relationships with people 35.2 46.6 30.0 58.3 50.0
on atmosphere is:

3. The influence of material things worked with 23.6 60.0 60.0 41.7 40.0
on atmosphere is:

4. The influence of physical setting on 23.6 60.0 50.0 41.7 40.0
atmOSphere is:

J. Size
Concepts and/or Competencies

l. The influence of size on the success or 41.2. 40.0 20.0 41.6 30.0
failure of my business or organization is:

2. The influence of the nature of activities 41.2 53.4 40.0 33.3 20.0

within the business or organization upon
its size is:

3. The influence of my personal needs on the 35.3 46.7 40.0 41.6 10.0
size of my business is:
4. The influence of my organization's or 35.2 60.0 30.0 41.7 10.0

business' size upon my personal involvement is:

 

K. Chan e
Concepts and/or Competencies

 

 

1. Change based upon evaluation of facts is: 47.1' 40.0 50.0 66.7 50.0

2. Change which contributes to improved goal 41.2 60.0 60.0 58.3 60.0
achievement is:

3. To change an organization or business by 35.3 46.7 50.0 75.0 40.0
adjusting technology or methods is:

4. Change of goals and objectives, as 29.4 53.4 50.0 58.3 40.0
conditions are altered is:

5. To change an organization or business by 23.5 26.7 20.0 50.0 40.0
adjusting organizational structure is:

6. Change based upon personal opinion is: 23.5 20.0 30.0 25.0 10.0

7. To change an organization or business by 17.6 46.6 60.0 58.4 40.0
adjusting people is:

8. Change deliberately created, rather than as 5.9 20.0 20.0 33.3 20.0

reaction to altered conditions is:

 

O
Percentages of Important and Very Important Responses were added together as a basis for
rank ordering of individual items within each area, as perceived by the Expert Managers.

 

   

22159

Table 29 (continued)

 

 

 

 

 

II. MANAGEMENT FUNCTION AREAS Percentages of "Important" or "Very
Important Responses From:
E ert Other A ri- Profes- Other
l“ Stmd‘m Mfia- Mana- cg: ture “m“ Profes-
Concepts and7or Competencies gers gers Teachers E:::;tors sionals
Numbers of Respondents (n) 17 15 10 12 10
I. Use of facts, gathered within the firm or 58.9' 66.7 70.0 66.7 50.0
organization as standards is:
2. Use of facts, gathered outside the firm or 58.8 53.3 60.0 58.4 30.0
organization, as standards is:
3. Standards for measuring success of my type 53.0 66.7 60.0 66.6 40.0

of business or organization found in records
of its past performance are:

4. Standards for measuring success of my type 47.0 53.3 50.0 41.7 50.0
of business or organization found in ideals to
be hoped for, are:

5. Standards for measuring success of my type 47.1 46.7 40.0 41.7 40.0
of business or organization found in what
others have accomplished are:

6. Graphically comparing results achieved, 47.1 33.4 40.0 41.7 40.0
with established standards is:

 

M. Evaluation
Concepts an37or Competencies

 

1. Interpretation of information, as a basis for 64.7' 66.7 60.0 66.7 70.0
future recommendations is:

2. Identifying the weak points in the business 52.9 66.6 80.0 58.3 60.0
or organization is:

3. For the process of business or organization 53.0 40.0 70.0 58.3 70.0
evaluation to continue at all times is:

4. In evaluating the business or organization, 53.0 66.7 70.0 50.0 40.0
securing information from many sources is:

5. The treatment of information, to improve its 53.0 53.7 70.0 50.0 60.0
usefulness in evaluating activity is:

6. Selecting suitable methods of measuring 47.1 60.0 80.0 41.7 60.0
success of my business or organization is:

7. Collection of information upon which judgment 47.0 66.7 70.0 66.7 50.0
is made relative to the success of activity is:

8. Identifying the strengths of the business or 41.1 60.0 80.0 66.7 60.0
organization is:

9. Analysis of findings, to clarify their 41.2 53.7 70.0 58.4 60.0
meanings is:

10. For those who benefit from the activity of 29.4 40.0 80.0 41.7 50.0

my business or organization to assist in
its evaluation is:

 

.Percentages of Important and Very Important Responses were added together as a basis for
rank ordering of individual items within each area, as perceived by the Expert Managers.

I "Ililillll'l’ll’llllflf